Teaching and Learning Strategies for Differentiated Instruction in

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Think-Tac-Toe / Menus Design an invitation card for a party. Write about how you feel about the party afterwards. Design a menu for the party. List the food items you want to buy. STUDENT CHOICE List the people you would like to invite and provide a reason. Describe how you would like to decorate your house. Provide a map and the directions to get to your house. Describe the clothes you would wear for the party.
76 Activity 4: Take about 30 minutes to complete an DI classroom activity As a group choose an activity that can be used in your classroom from your current curriculum or use language learning theme. Use the chart paper provided to create a representation of the activity your group choose. Be ready to share your learning with others.
Page 1 and 2:
1 Teaching and Learning Strategies
Page 3 and 4:
4 Reach and Teach All Children If c
Page 5 and 6:
6 Differentiating Instruction … C
Page 7 and 8:
What I know What I understand Diffe
Page 9 and 10:
Differentiation is making sure the
Page 11 and 12:
12 Differentiation IS….. shaking
Page 14 and 15:
Differentiated Instruction Continuu
Page 16 and 17:
17 Z.P.D. in “Kid-Speak” “It
Page 18 and 19:
Activity 2-- Jigsaw Reading Compone
Page 20 and 21:
21 Activity 2 Jigsaw Reading Compon
Page 22 and 23:
23 Teachers Can Differentiate Affec
Page 24 and 25: 25 Differentiating by Content Unit
Page 26 and 27: 27 Differentiating by Process Use
Page 28 and 29: 29 Differentiating by Product Tier
Page 30 and 31: What’s the Point? Readiness Growt
Page 32 and 33: Assessment and instruction are inse
Page 34 and 35: 35 READINESS…….. is determining
Page 36 and 37: 37 INTEREST…….. is making conne
Page 38 and 39: 39 LEARNING PROFILE…….. is asse
Page 40 and 41: Activity 3--Take a few minutes to c
Page 42 and 43: 43 Learning Profile Interest invent
Page 44 and 45: 45 So, where do you go from here?
Page 46 and 47: 47 Differentiated Instructional Str
Page 48 and 49: 49 Differentiated Instructional Str
Page 50 and 51: 51 Know Facts Vocabulary Dates
Page 52 and 53: 53 Understand Concepts Sub-concep
Page 54 and 55: 55 Do Skills - Basic (literacy, num
Page 56 and 57: 57 Each time you change your method
Page 58 and 59: 59 Invisible Can‟t see or hear
Page 60 and 61: 61 Brain Compatible Teaching “The
Page 62 and 63: 63 What are Thinking Maps?
Page 65 and 66: 66 A RAFT is… … an engaging, h
Page 67 and 68: 68 RAFTs can… be differentiated
Page 69 and 70: 70 Raft Activities Role Audience Fo
Page 71 and 72: 72 Think-Tac-Toe Planning Decide o
Page 73: Think-Tac-Toe /Menus Read Lon Po Po
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Teaching and Learning Strategies for Differentiated Instruction in

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