Principles+of+Differentiation

//**Differentiatied Instruction: A Study by Julia Siewert**//
 * //**A Fable**//
 * //**Meeting 21st Century Skills**//
 * //**View Differentiating Instruction with Technology K-5 Classrooms with digital story examples**//
 * **//Eric Jensen's// Tools for Engagement**

Students arrive in the classroom with an array of backgrounds, knowledge, skills, and personal needs. In order to serve students appropriately in the classroom, educators must apply the principles of differentiation to their lessons.

Consider this fable printed in The Instructor, April 1968.

One time the animals had a school. The curriculum consisted of running,climbing, flying and swimming, and all the animals took all the subjects. The duck was good in swimming, better than his instructor, and he made passing grades in flying, but was practically hopeless in running. He was made to stay after school and drop his swimming class in order to practice running. He kept this up until he was only average in swimming. But, average is acceptable, so nobody worried about that but the duck. The eagle was considered a problem pupil and was disciplined severely. He beat all the others to the top of the tree in the climbing class, but he had used hi sown way of getting there. The rabbit started out at the top of his class in running, but had a nervous breakdown and had to drop out of school on account of so much makeup work in swimming. The squirrel led the climbing class, but his flying teacher made him start his flying lessons from the ground instead of the top of the tree, and he developed charley horses from overexertion at the takeoff and began getting C's inclimbing and D's in running. The practical prairie dogs apprenticed their offspring to a badger when the school authorities refused to add digging to the curriculum. At the end of the year, an eel that could swim well, run, climb, and fly a little was made valedictorian.

// Examples of digital media to differentiate insrtruction: // Without technology, educators cannot capture the teachable moments and memories.

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// Examples of digital media to differentiate instruction: //

Without technology, educators cannot capture the teachable moments and memories.


 * Limerick: (movie here)


 * Differentiated lesson: All of Us Are Smarter Than one of Us: (Movie here)


 * A Summer Day in the Life of a Gifted Student: (movie here)


 * A personal Story: (movie here)

// Having trouble with students paying attention? //

Read, apply and evaluate where //yourself// as educator…


 * For things to change, I must change.......


 * If you keep using the same strategy, and the students are still failing...

 **//"Who is the slow learner//**?"

// Tools for Engagement // //﻿//



Julia Siewert, Eric Jensen and Nancy Huyck, July 2011

Jensen workshop July 2011 in San Antonio Texas: Tools for Engagement

// Strategies to Engage Students //

The POWER of redirection gets students attentions through:


 * Redirects
 * Social nudges
 * Novelty
 * Daily rituals
 * Goal acquisitions
 * Predictions to keep them vested in caring

HOW TO MAKE THIS WORK IN YOUR CLASSROOM

Redirects: Process of removing the distractions and put the attention back on task, process or person.


 * **// Redirect //****//suggestions://**
 * Tell your neighbor your top 3 favorite songs.
 * Angle your chairs… (nearest window, your best friend, teacher’s desk, oldest object in classroom)
 * Point to the place you sat last week you… (sat last in class, picked up handouts, worked on paper projects, etc.)


 * **//Social nudges: Phrases you can use in your classroom//**
 * K-3 “Look on neighbor’s paper to see if they have name at top.”
 * 3-5: If their neighbor doesn’t have name on top give them a pencil.
 * **// Novelty: //****// Suggestions for use //**
 * Train whistle, chimes, musical shaker, hand in air, music


 * **//Daily Rituals: Positive problem-solving phrases//**
 * Pre-arranged “All aboard” “Let’s do it!” “Bingo” “Go”
 * //Goal acquisition: Suggested phrases//


 * Direct instruction: Avoid “I need you to…”
 * Use “What I want you to do is ...”


 * //Predictions to keep then invested//
 * //“Tell your neighbor your prediction, write it down and se what your neighbor wrote”//

// Music Engages the Brain //

// Music Suggestions //// from Eric Jensen for energizers, celebration, return to seat… //
 * Music manages states students experience (tired, mad, interested, unmotivated)
 * Music manages memories for increased retention
 * Music manages behaviors by engaging them to switch from one behavior to another. Play “Zip-a-Dee-Doo-Da” or “Happy Days” theme song and watch the transformation
 * Music engages movement: getting to a new location in the room can be vocals or instrumental. Pick a “fun” song.
 * Music used during talk time : discussions, brainstorming, small group sessions can either stimulate or calm students down
 * Music clues student to RETURN TO SEATS as an affirmation, celebration


 * Back to where you Started
 * Breaking up is Hard to Do
 * Do It Again A Little Bit Slower
 * Getting Better
 * A Happy Days theme
 * When You’re hot, You’re Hot
 * With a Little Bit of Help from My Friend
 * Zip-a-Dee-Doo-Da
 * You Talk Too much
 * You Are my Number One

// Conclusion: // As an educator you empower the capabilities to persuade, engage and redirect students to perform at their best abilities. View this podcast from Eric Jensen to underdstand the power of music, nudges and empowering states of behavior.

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﻿For an overview and Principles of Differentiatied instruction with technology in K-5 classrooms, VISIT: [|www.iste.org/images/excerpts/DIFFK5-excerpt.pdf]  media type="file" key="BookTrailer.wmv" width="120" height="120" ﻿Book Trialer: Once Upon a Mind