Differentiate Learning

Differentiate Learning in Student-Centered Stations

Descriptor of Session:

Would you like more time to meet with small groups? Create a deeper relationship with students? This session will provide teachers with practical ideas for easy management of station rotation. Learn to integrate a variety of free technology tools

that actively engage students and place accountability on students for their own learning. These strategies differentiate instruction, allow students to learn at their own

pace, and help teachers gain vital instructional time for application of learning.

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OBJECTIVES:

  • Define instructional differentiation and how to address it in student learning stations.

  • Teachers will explore various tools used to engage learners
  • Teachers will create a rotation for their classroom with online and offline activities

SUCCESS CRITERIA:

Teachers will know how to differentiate content based on student interest, readiness or learning profiles

Teachers can differentiate activities in stations

Teachers will have a choice board activity ready to incorporate into classroom instruction and one digital

BELLWORK- view the following video of high school teacher, Catlin Tucker, speaking about station rotations.

https://youtu.be/oY5iXxqe_WU

Station 1 Differentiating Content


  • Complete the Nearpod on differentiating content - Use code: RUACM
  • Here is a paper copy

Station 2 Differentiating Process

  • · Learning menus, or choice boards, are varied activities that give students options on how they want to learn a concept. They often mimic a tic-tac-toe board where your classroom would pick three activities to complete (one from each row) to form a line. Choice boards address student readiness, interest or learning preference they are easily adapted to a subject area.
  • · A tiered activity is when students are doing the same activity, but it’s tiered according to level of rigor.

Step 1) Reference this article by Caitlin Tucker on Choice Boards


Step 2) Use this template and create your own following this criteria:


With a partner, plan a choice board with varying levels of activities. First column may be approaching, second on-level, etc. Students that are approaching or on-level may do any/all in their column while pushing on to higher expectations with harder activities. The above-leveled students can complete their column while helping a peer if needed.

Station 3 Differentiating Student Products (Learning Evidence)

Step 1) Review the Multiple Intelligences Article

Step 2) Preview the Technology Tool Board.

Step 3) Create an account for 1 new resource that you plan on using in your class

Step 4) Test your knowledge Using Quizlet (www.quizlet.com)

Closure

Scan the QR Code to answer a few questions.

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Out the Door Ticket

Fill out the PD Evaluation form before leaving. Thank You!

Mary Guimbellot

Instructional Technology Coach

Rutherford County Schools

David Youree Elementary

Walter Hill Elementary