Differentiated Instruction

Damaris Martinez

Einstein's Law of Relativity

Teach doesn't know names

How many people like Physics
How many took a physics class in the past year?
Oh well, I already I already put a lot of time and effort so we are going to do it
anyway. And please pay attention because there is going to be a quiz at the end and
it's going to count in the grade book twice
So the rest of you just have to try really hard and pay attention.
Discussion “what are our initial thought about what just happened?

Agenda
Presentation Objectives
Surveys: Creating Learner Profiles
Major Components
Examples
Implementation
Activity: “Skeleton of a Survey”
Quick Check: Go Formative
Task Cards
Major Components
Examples
Activity: “Anatomy of a Task Card”
Quick Check: GoFormative
Exit Slip

1 minute

Objective
1a. Pre-service teachers will be able to identify Surveys: Creating Learning
Profiles and Task Cards
1b. Pre-service teachers will be able to apply Surveys: Creating Learning Profiles
and Task Cards to their content area.

1 Minute

Grouping
Group 1
Bailey C.
Adam W.
Anna Stitt
Group 2
Caleigh S.
Anthony P.
Gabriella R.

Group 3
Sarah S.
Will L.
Megan S.

Group 4
Kayley T.
Roshni T.
Group 5
Riza G.
Annika C.
Breeana S.
Ken A.

You will have 30 seconds to get into your group. Once you have found your other
group members you may sit together.
Group 6
Cassandra C.
Andrew C.

Give directions
CFU

Surveys: Creating Learner Profile

3 Major Components
Purpose: What do you hope to learn from these surveys?
Use of Data: How will you use the data you collect?
Length: Are there too many questions? Did I collect all the data I needed?

Turn and Talk: You have 2 minutes

What do you believe was the purpose of the questions asked on the survey?
How do you believe that we implemented the data collected?
Read slide
Give instructions for turn and talk
What was the purpose of having a survey for you all?
CFU
Ask for two people to discuss what they talked about

Surveys: Creating Learners Profiles

Sample Questions:
What their favorite subject it? ⇢ (Interest/Interdisciplinary Skills)
Reason for taking class? ⇢ (Motivation/ Interest)
Type of Learner⇢(Learning Style/ Applying Different Learning Modalities)
Plans after end of course/ high school? ⇢ (Interest/Motivation)
Personal Information
Extra-Curricular Activities? ⇢(Building rapport/planning)
Hobbies? ⇢(Building rapport)
“Fun Facts”⇢(Building rapport)
3 minutesq

Surveys: Creating Learner Profiles

5 minutes

Learner Profiles

Skeleton of a Survey
Instructions: With the help of your group members use the worksheet in order to
create a survey that you can use within your content area. Create at least 5
questions and answer their corresponding prompts. If you finish early come up with
more questions you could include in your survey. You have 6 minutes to complete
this task.

Purpose
What are you hoping to learn by asking this particular question?
Usage of Data
How will you use the data you collect from the students?
Length
Is the length of my survey to long? Did I ask enough questions to address my
purpose?

Give “skeleton of a survey” worksheet

Read directions
CFU
Put on clock
Transition warning

Survey: Creating Learner Profiles

Review Time!
Take your phones out and open the camera.
Point your camera to the QR Code
It will give you the option to take you to a different page
Answer the questions
You have 1:30 to answer all of them.

Point your Camera at ME!

QR Code
Explain activity/ give directions
CFU
On the clock

Grouping
Group 1
Bailey C.
Megan S.
Cassandra C.
Ken A.

Group 2
Will L.
Caleigh S.
Sarah S.

Group 3
Breena S.
Adam W.
Gabriella R.

Group 4
Anika C.
Anthony P.
Roshni T.

Group 5
Riza G.
Kayley T.
Anna S.
Andrew C.

You will have 30 seconds to get into your group. Once you have found your other
group members you may sit together.
1 minute

Task Cards
Purpose: To offer learning supports to students based on their readiness level.
Major Components
The objective must all be the same.
Must have appropriate scaffolded for students who are On target, Below target,
Above Target. (i.e Tiered)

Read and explain

The Anatomy of Task Cards

Measurable Objective remains the same for ALL task cards
Must have at least one task card for students who are below target, one for on
target, and one for above target.
How will you challenge each student at each target level?
What type of supports will you offer each target level?

Green Task Cards

Front of Card
Back of Card
Insert Task Instructions Here
Read and Explain
Take out the “Tier Planning Organizer”
Read the directions out loud
CFU
Transition Warning

Activity Time
Instructions:
You will choose any of the Task Cards to complete. When you have completed your
chosen task, you must choose to another to complete.
You may work with your group
You will have 5 minutes

Read and Explain

Take out the “Tier Planning Organizer”
Read the directions out loud
CFU
Transition Warning

Task Cards

Blue Task Card

Purple Task Card
Pink Task Card
Label the Diagram

Write the the steps for gradual release and explain what happens during each step.
Create a diagram, label each step of gradual release and explain what happens
during each step.

Explain what happens during each step

I do:
We do:
You do:
Read and Explain
Take out the “Tier Planning
Read the directions out loud
CFU
Transition Warning
Turning and talk “
to categorize each task card. And how they know?

Task Cards
Review Time!
Take your phones out and open the camera.
Point your camera to the QR Code
It will take you to a different page
Answer the questions
You have 2 minutes to answer all of them.

Point your Camera at ME!

QR Code

Explain activity/ give directions

CFU
On the clock

Self-Assessment
Take your phones out and open the camera.
Point your camera to the QR Code
It will take you to a different page
Answer the questions
You have 4 minutes to answer all of them.
QR Code

Exit Slip
Instructions: Choice ONE bullet point to answer. Do not forget to explicitly
justify your answer. You will have 6 minutes to complete this task.
Once you have complete it, please raise your hand and someone will come pick it up.
* If you prefer to type your answer you can scan the QR* Code to assess the Exit
Slip on GoFormative

Email: dmart033@plattsburgh.edu

QR Code
Explain activity/ give directions
CFU
On the clock

Learning Styles
Kinesthetic
Caleigh S
Adam Weeks
Riza Grey
Gabriella R.

Auditory
Breena S.

Kinesthetic/Visual
Bailey C.
Anthony P.
Will L.
Anika C.
Andrew C.
Visual
Anna S.
Kayley T.
Megan S.
Roshni T.
Cassandra C.

Vis/Aud/Kin
Sarah S.