Fire Up for Learning! Differentiated Instruction and Assessment Motivating Students with Brain-Based Instruction and Assessment Based in part on the book:

Fire Up for Learning!Differentiated Instruction and Assessment

Motivating Students with Brain-BasedInstruction and Assessment

Based in part on the book:

Fire Up for Learning!

For more information about Randy’s books and presentations Please Visit:

www.edugator.com

Something to think about•Why does Sea World have a seafood

restaurant? I’m halfway through my fish-burger and I realize, Oh my God!...I could be eating a slow learner!

▫Lynda Montgomery

•If you ate pasta and antipasta, would you still be hungry?

•What’s another word for thesaurus?•Why is abbreviation such a long word?

I have come to the frightening

Conclusion that I am the

Decisive element in the classroom

It is my personal approach

That creates the climate.

It’s my daily mood that

Makes the weather

I possess a tremendous power

To make a child’s life miserable or joyous

I can be a tool of torture

Or an instrument of inspiration

I can humiliate or humor,

Hurt or heal.

In all situations, it is my response

That decides whether a crisis

Will be escalated or deescalated

And a child humanized of dehumanized.

Ginott

THE TEACHER’S TASK:

To plan for the use of instructional time to facilitate the delivery of the

curriculum and assessment of skills allowing for the use of a variety of

methods and strategies most appropriate to meet the unique needs and characteristics of the adolescent.

Time is the greatest determining factor in the selection of instructional and

assessment options.

Planning for Brain-Based LearningTEACHERS___________________________ DATE(S)___________

LESSON OBJECTIVE(S) WALK-AWAYS1._____________________________________________2._____________________________________________

EXPLANATION STUDENT ACTIVITY ASSESSMENT ACCOMODATIONS

(Get Students Interested and Invested) LS/MOD/MI/ETC (How are the students going to Experience and Discover what you want them to learn?)

APPLICATION STUDENT ACTIVITY ASSESSMENT ACCOMODATIONS

(Simulations, Labs, Work Groups, Hands-On) LS/MOD/MI/ETC

(How are the students going put the skills learned into Practice?)

SYNTHESIS / PROCESS STUDENT ACTIVITY ASSESSMENT ACCOMODATIONS

(Discussion Groups, Integrated Projects, Performances) LS/MOD/MI/ETC(How are the skills going to be Integrated into the students experience and

understanding?)

Planning for Success!WITH EACH PART OF THE LESSON

WE NEED TO DETERMINE:STUDENT ACTIVITY

How are we going to get the students actively engaged?

ASSESSMENT How will we check for understanding before

moving on?

ACCOMODATIONS (DI) How are going to make this easy for

EVERYOVE?

Planning to Teach in the BlockTEACHERS___________________________ DATE(S)___________

LESSON OBJECTIVE(S) WALK-AWAYS1._____________________________________________2._____________________________________________

EXPLANATION (25-40 minutes)STUDENT ACTIVITY ASSESSMENT ACCOMODATIONS

(Get Students Interested and Invested) LS/MOD/MI/ETC

(How are the students going to Experience and Discover what you want them to learn?)

APPLICATION (30-50 minutes)STUDENT ACTIVITY ASSESSMENT ACCOMODATIONS

(Simulations, Labs, Work Groups, Hands-On) LS/MOD/MI/ETC (How are the students going put the skills learned into Practice?)

SYNTHESIS / PROCESS (15-30 minutes)STUDENT ACTIVITY ASSESSMENT ACCOMODATIONS

(Discussion Groups, Integrated Projects, Performances) LS/MOD/MI/ETC(How are the skills going to be Integrated into the students experience and

understanding?)

Differentiate the Content◦ Tiered Assignments for Multiple Levels of Content

Mastery Differentiate the Delivery of the Content

◦ Multiple Intelligences, Learning Modalities, Learning Styles, Bloom’s Taxonomy of Cognitive Development, Williams’ Taxonomy of Creative Thinking, Eric Jenson’s Enrichment Factors, and so on

Differentiate the Assessment◦ Authentic Assessment, Formative Assessments,

Corrective Feedback, and so on

ISPREPARING

TOFAIL

JOHN WOODEN

Individually

In Departments◦ With other teachers of your content area

Interdepartmentally◦ With teachers from other departments◦ Interdisciplinary Curriculum development

Physical Activity◦ Versus Passivity. Enrichment results from doing rather than

observing others. Novel, Challenging and Meaningful Learning

◦ The learning experience must activate curiosity, challenge and imagination. Learning experiences must be relevant and meaningful to the students and appropriately designed for the learner.

Coherent Complexity◦ Brains do poorly with boredom: they generally thrive on some

level of stimulation. Managed Stress Levels

◦ Brain cells always are either protecting themselves from danger (in a threat or distress mode)(chaos, uncomfortable, or overwhelmed) or in a growth mode.

Social Support◦ School social environments have profound effects on our

students. Educators should consider approaches that help students achieve positive status in a safe affiliated social group.

Sufficient Time◦ The more time in any environment, good or bad, the more the

nervous system organizes resources around responding to that specific environment.

Good Nutrition Passion (if her were to add one more)

◦ “If I were to add anything to the list of seven brain maximizers, I might add ‘passion’. When you embrace, recycle, and foster your passion, you have just increased your odds of success dramatically.”

The Multiple IntelligencesVerbal-Linguistic

Word Smart Focus: the spoken word; the acts of reading, writing,

listening, and speakingLogical-Mathematical

Number SmartFocus: the abilities to engage in scientific thinking and

inductive/deductive reasoning, to interpret data, to analyze abstract patterns, to see relationships, and to solve problems

Visual-SpatialArt SmartFocus: eye-hand coordination; the ability to create and

manipulate mental images in the visual world; the orientation of the body in space and of objects or places throughout the universe.

The Multiple IntelligencesBody-Kinesthetic

Body SmartFocus: the ability to work skillfully with objects involving

both fine and gross motor skills; one’s sense of manual dexterity, physical agility, balance and, eye/hand coordination

Musical-RhythmicMusic SmartFocus: auditory skills; the way one can hear tones, rhythms,

and musical patterns through the individual’s ability to understand and express oneself through music and rhythmic movements.

InterpersonalPeople SmartFocus: the ability to get along well with others; the individual

skills of being able to collaborate, socialize, compromise, interact, and care for those with whom one comes in contact

The Multiple IntelligencesIntrapersonal

Self SmartFocus: the ability to recognize and accept his/her

own strengths and weaknesses; an individual’s natural intuition and inner wisdom

NaturalistNature SmartFocus: the ability to navigate easily in the natural

world and see the patterns in nature; an understanding and valuing of the Earth’s ecosystem

ExistentialistWonder SmartFocus: the proclivity to pose and ponder questions

about life, death, and ultimate realities; thinking about life’s big issues

Knowledge/Remembering◦ Retrieving, recognizing and recalling relevant knowledge

This level focuses on the act of remembering when memory is used to produce definitions, facts, or lists and on the act of reciting or retrieving material.

Comprehension/Understanding◦ Construction meaning through interpreting, exemplifying,

classifying, summarizing, inferring, comparing and explaining This level emphasized one’s ability to understand uses and

implication of terms, facts, methods, procedures, and concepts

Applying◦ Carrying out or using a procedure through executing or

implementing This level refers to new situations where one makes use of learned

material through products like models, presentations, interview, or simulations.

Analyzing◦ Breaking material or concepts into constituent parts,

determining how the parts relate or interrelate to one another or to an overall structure through differentiating, organizing, or attributing This level encourages one to analyze structure, recognize

assumptions and poor logic, and evaluate relevancy. Students can demonstrate their analysis in a variety of ways including written, anecdotally or by creating surveys, spreadsheets, charts, diagrams, or other graphic representation.

Evaluating◦ Making Judgments based on criteria and standards through

checking and critiquing This level involves the act of setting standards, judging or using

standard, producing evidence, and accepting or rejecting evidence on the basis of sound criteria through products such as critiques, recommendations and repots.

Synthesis / Creating◦ Putting elements together to form a coherent of functional whole;

reorganizing elements into a new pattern or structure through generating, planning, or producing This level requires users to put parts together in a new way or synthesize parts

into something different, resulting in a unique form, original product, functional whole, or coherent work, such as a speech, experiment, essay, or skit.

Fluency◦ Enables the learner to generate a great many ideas, related

answers, or choices in a given situation. Flexibility

◦ Lets the learner change everyday object to generate a variety of categories by taking detours and varying sizes, shares, quantities, time limits, requirements, objectives, or dimensions in a given situation.

Originality◦ Causes the learner to seek new ideas by suggesting unusual

twists to change content or inventing clever responses to a given situation.

Elaboration◦ Help the learner stretch by expanding, enlarging, enriching, or

embellishing possibilities that build on previous thoughts or ideas.

Risk Taking◦ Enables the learner to deal with the unknown by taking

chances, experimenting with new ideas, or trying new challenges.

Complexity◦ Permits the learner to create structure in an unstructured

setting or build a logical order in a given situation. Curiosity

◦ Encourages the learner to follow a hunch, question alternative, ponder outcomes, and wonder about options in a given situation.

Imagination◦ Allows the learner to visualize possibilities, build images

in his or her mind, picture new objects, or reach beyond the limits of the practical.

Classroom Strategies

VAs a group, review the two

strategies you selected to present to the class.

Discuss and Determine what traits and categories of learning best

describe the strategies.

EACH EACH STUDENTSTUDENT

BECOMES BECOMES

ANAN

APPRENTICEAPPRENTICE

““Enriching the Brain” Recommendations for Enriching the Brain” Recommendations for Secondary Schools SchedulesSecondary Schools Schedules

(Schedule is 9 A.M. – 3 P.M.) by Eric Jenson(Schedule is 9 A.M. – 3 P.M.) by Eric Jenson Homeroom (30 minutes)Homeroom (30 minutes)

All students at all levels begin their day in a mixed-ability All students at all levels begin their day in a mixed-ability homeroom (community is created, lessons are reviewed, homeroom (community is created, lessons are reviewed, goals are set, IEPs are kept up, announcements are made, goals are set, IEPs are kept up, announcements are made, student sharing occurs, peer counselors are used).student sharing occurs, peer counselors are used).

ContentContent (rotate two to three times per week with another contend (rotate two to three times per week with another contend

block) block) Physical Education (30-40 minutes): RequiredPhysical Education (30-40 minutes): Required Lunch (30 minutes): RequiredLunch (30 minutes): Required Elective Class or Skill Building (IEP Designated) Elective Class or Skill Building (IEP Designated)

(fifty minute session every day)(fifty minute session every day) Homeroom Ending (30 minutes everyday)Homeroom Ending (30 minutes everyday)

All students end their day in the same mixed homeroom All students end their day in the same mixed homeroom (community is re-created, goals are checked on, partners (community is re-created, goals are checked on, partners help with review, relationships are strengthened). help with review, relationships are strengthened).

““Enriching the Brain” Recommendations for Enriching the Brain” Recommendations for Secondary Schools SchedulesSecondary Schools Schedules

(Schedule is 9 A.M. – 3 P.M.) by Eric Jenson(Schedule is 9 A.M. – 3 P.M.) by Eric Jenson

Note: In Eric Jenson’s Schedule;Note: In Eric Jenson’s Schedule; Every Student would have 90 Every Student would have 90

minutes total of Elective/PE/Skill minutes total of Elective/PE/Skill Building Every DayBuilding Every Day

60 Minutes of Advisory Every Day60 Minutes of Advisory Every Day 2 Rotating Core Classes per day of 2 Rotating Core Classes per day of

about 80 Minutes Each Dayabout 80 Minutes Each Day

More to think about• To steal ideas from one person is

plagiarism; to steal from many is research.

• A conclusion is the place where you got tired of thinking.

• I don’t have an attitude problem. You have a perception problem.

• I don’t suffer from stress. I’m a carrier.• If you try to fail, and succeed, which

have you done?

Teaching in the block allows us the time to really-

RethinkHowWe

AssessOur Students!

How are you going to show me what you

know?Curriculum and Project Planner

• Learning styles• Multiple intelligences• Products• Demonstrations• Authentic Assessment Reinforces

skills while assessing them

If you happen to also have aFlexible Block --- then you can also

Give common assessments– Regroup students as needed– Make all necessary modifications at one time.

Share in using authentic assessments

Guided Choice Assignments and Assessments

The Social Studies Teacher gives students a choice of assessment options as she begins the unit.Students may choose from writing a commentary,

writing a play, writing a song, creating a slide show, making a display board, writing a story from the perspective of one of the participants.

The Science teacher may give assessment options to the students before beginning the unit on Biomes.The students may choose from creating a collage,

building physical models, creating drawings, being a reporter from the “field” of the biome, writing a song about the biome, creating a multi-media show about the biomes.


The English Teacher gives students a choice of writing assignments with topics already covered in Art, Science, American Government, Foreign Language, and/or Math.The Art, Sci, Am. Govt., Foreign Language and Math

teachers also give credit for the writing assignment.

The Math teacher may give graphing assignments based on science labs, and/or demographic information from social studies.The graphs are part of the science or social studies

grade.


To demonstrate what I have learned about ________________________ I would like to do the following:

Give choices for students to choose from for the assessment process. This would be a good way to demonstrate understanding of this

concept because: To do this project I will need help with: Action Plan, I will do the following: (include dates of completion) The Criteria/Rubric that will be used to assess the quality of this

product: 4.___________________________________________________________ 3.___________________________________________________________ 2.___________________________________________________________ 1.___________________________________________________________ 0.___________________________________________________________

Student Signature ____________________________ Date __________ Teacher Signature ____________________________ Date ___________ Parent Signature __(Optional)____________________ Date __________

(FORM DEVELOPED BY JIM GREULE)

Students need to see Assessment as fair and as a part

of Instruction.We started with baby steps such as;• Use the term “assessment” instead of “test”• More flexible with learning time-lines.• No 0’s (Weight grades equally)• Get students invested in assessment with

formatives, correctives, and guided choice.• Try to make classes “fail-proof” and rigorous.

– Ultimate Test Review, Authentic Assessments, etc.• Talked about particular standards/skills

mastered and not so much overall tests.• Started using portfolios and student-led

conferences.

Feedback should be “corrective” in nature

Generally, feedback that produces large gains is “corrective” in nature. This means that it provides students with an explanation of what they are doing that is correct and what they are doing that is not correct. Not simply if it is right or wrong.

From “Classroom Instruction the Works; Page 96

This General Rubric for Evaluating Learning calls for a change in

thinking.

• A = The student exceeds the instructional standard or the instructional

objective.• B = The student meets the instructional

standard or the instructional objective.

• C = The student has an incomplete understanding of the

instructional objective, but maintains a basic understanding of the topic.

• IP = The student is working toward proficiency in meeting the instructional

standard/ objective.

General Rubric for InformationScale; 4 = excellent; 3 = good; 2 = needs improvement; 1 = unacceptable; 0= no

judgment possible

4. The student has a complete and detailed understanding of the information important to the topic.

3. The student has a complete understanding of the information important to the topic but not in great detail.

2. The student has an incomplete understanding of the topic and/or misconceptions about some of the information. However, the student maintains a basic understanding of the topic.

1. The student’s understanding of the topic is so incomplete or has so many misconceptions that the student cannot be said to understand the topic.

0. No judgment can be made about the student’s understanding of the topic.

General Rubric for Process and Skills

Scale; 4 = excellent; 3 = good; 2 = needs improvement; 1 = unacceptable; 0= no judgment possible

4. The student can perform the skill or process important to the topic with no significant errors and with fluency. Additional, the student understands the key futures of the process..

3. The student can perform the skill or process important to the topic without making significant errors..

2. The student makes some significant errors when performing the skill or process important to the topic but still accomplishes a rough approximation of the skill or process.

1. The student makes so many errors in performing the skill or process important to the topic that he or she cannot actually perform the skill or process.

0. No judgment can be made about the student’s ability to perform the skill or process.


judgment possible

(ADAPTING GRADING SCALES)4. (40-50) =The student has a complete and detailed

understanding of the information important to the topic.

3. (30-40) =The student has a complete understanding of the information important to the topic but not in great detail.

2. (20-30) =The student has an incomplete understanding of the topic and/or misconceptions about some of the information. However, the student maintains a basic understanding of the topic.

1. (10-20) =The student’s understanding of the topic is so incomplete or has so many misconceptions that the student cannot be said to understand the topic.

0. (0-10) =No judgment can be made about the student’s understanding of the topic.


judgment possible

(ADAPTING GRADING SCALES)4. (90-100) =The student has a complete and detailed







judgment possible

(ADAPTING GRADING SCALES)4. (93- 100)=The student has a complete and detailed






MAKING ASSESSMENT WORK• STOP GRADING

• CUT BACK ON SUMMATIVE ASSESSMENTS

• ELIMINATE “TEST”, “QUIZ” AND “EXAM” FROM YOUR VOCABULARY

• BLUR THE LINES BETWEEN INSTRUCTION & ASSESSMENT

START ASSESSING

EMPHASIZE FORMATIVE ASSESSMENT WITH CORRECTIVES

SPEAK ONLY OF “ASSESSMENTS”

WHENWHEN INSTRUCTION = ASSESSMENT ANDAND ASSESSMENT = INSTRUCTION

THENTHEN

ALL STUDENTS BECOME INVESTED IN THEIR LEARNING

By Jim Greule

CELEBRATE STUDENT ACHIEVEMENT ! !

• Recognize student achievement daily.

• Convince your students that they can learn anything.

• Raise standards but eliminate failure as an option.

• Use time purposefully as a tool for learning.

• Rethink how you communicate with students and parents.

• Thumbs Up Meetings• Check for consistency

between your beliefs and behaviors (ex: honor roll vs. grading practices)

• Our product is not instruction; it is learning.

You Know How ToYou Know How To

Catch ACatch A

Unique Bird?Unique Bird?

““Unique”Unique”

Up On Him!Up On Him!

You Know How ToYou Know How To

CatchCatch

AA

TameTame

Bird?Bird? Tame Way!Tame Way!

WHAT’S WRONG WITH WHAT’S WRONG WITH THIS PICTURE?THIS PICTURE?

A=BA=B A²=ABA²=AB A²-B²=AB-B²A²-B²=AB-B² (A-B)(A+B)=B(A-B)(A-B)(A+B)=B(A-B) (A-B)(A+B)/(A-B)=B(A-B)/(A-B)(A-B)(A+B)/(A-B)=B(A-B)/(A-B) A+B=BA+B=B 2+2=22+2=2

Verbal/Linguistic◦ Science rocks-make a dictionary of “rock words, or

weather words and so on; Read myths or legends about weather or other natural occurrences, etc.

Logical/Mathematical◦ Create lists to categorize-types of rocks, earth layers,

biomes, and so on; gather data from the school weather station, organize and graph data, make predictions, etc.

Visual/Spatial◦ Create a poster to demonstrate the different biomes,

weather cycles, earths layers, and so on; use digital cameras to take pictures to create displays to demonstrate concepts.

Body/Kinesthetic◦ Become a “Brain”, lab activities, build models, etc.

Musical/Rhythmic◦ Select music that would go with a presentation of the

different biomes, or weather patterns, laws of motion, environmental issues; write songs to remember formulas, facts, etc.

Interpersonal◦ Work in groups to create and put on mini plays about

different science concepts, work in lab groups, etc. Intrapersonal

◦ Describe how you would feel if you were a____, or in a_____. Keep a journal of science reflections.

Naturalist◦ Any science that can be done outdoors, investigate

environmental issues, work to make your school more eco-friendly, plant trees and plants,

Science-with Blooms and TreesKnowledge

List the common names of at least fifty trees that are native to your community.

ComprehensionDraw or take a digital picture of a tree that grows near

your home of school. Label its major parts. Find out if the tree bears fruit or flowers and, if so, in which season.

ApplicationConstruct a list of questions about trees that can be

answered by using science reference materials available in your school. Then construct a second list of questions about trees in your own neighborhood about which you would like to know more. Read your completed list and write beside each question the name of a person you could consult for verbal information to answer your question.

Science with Blooms and TreesAnalysis

Collect available leaves, stems, flowers, fruits, seeds, and/or other products from a particular tree near your school or home. Analyze each product to determine its role in the tree’s growth and propagation.

SynthesisRead the story of Johnny Appleseed, and the role he

played in planting apple trees for the benefit of future generations. As this generation of Johnny Appleseeds create a “tree zoo” on your campus.

EvaluationWrite a script and/or create a video presentation about

the trees in your community, and your “tree zoo”.

Math activities for everyoneUsing the Multiple Intelligences

•Verbal/Linguistic▫ Open ended writing activity, write an essay about the use of

mathematics in your day to day activities, make a dictionary of math terms, critique the TV show NUMBERS, etc

•Logical/Mathematical▫ List as many careers that you can think of where

Mathematics would play a key role, Prepare a lesson to teach someone who has never used a calculator how to use one, Find as many examples of numbers that you encounter every day, etc,

•Visual/Spatial▫ Draw or write examples on the board or overhead, Create a

poster to promote Mathematics in your school, Sidewalk Math-Draw or write problems on the parking lot,

•Body/Kinesthetic▫ Become “one” with the equation or expression,

become the points on a graph, use rope to demonstrate different graphs, build models to demonstrate various concepts, group juggle, etc

Math activities for everyoneUsing the Multiple Intelligences

•Musical/Rhythmic▫ Demonstrate how Mathematics is used in Music, list music

terms have mathematical meaning, write a song to remember a set of formulas, etc.

•Interpersonal▫ Homework partners, work check partners, labs and group

activities or projects, etc.

•Intrapersonal▫ Describe you favorite number, individual seat work, keep a

math journal, be a reporter reporting from the scene of the graph and describe what you see, etc.

•Naturalist▫ Math demonstrated in the “outdoors”, how many bricks

are there in the building?, use a mirror to estimate the height of the building or water tower, etc.

Math is (Bloom)ing everywhereMean Median and a-la-ModeKnowledge

Define mean, median and modeComprehension

Give examples of how he terms mean, median, and mode are used in math

ApplicationMake a list of things that you like to do at home,

at school, and in the community. Label each item on you list with a 1,2,3, or 4, using this rating scale: 4=would like to it all of the time; 3=would like to do it most of the time; 2=would like to do some of the time; 1=would like to it for a little amount of time. Find the mean median and the mode (or modes) if there is one.

Math is (Bloom)ing everywhereMean Median and a-la-ModeAnalysis

Compare and contrast the items from your Application list that are rated 4 with those that are rated 1. What seems to account for most of the differences?

SynthesisImage a perfect school day during which you could

do whatever you wanted from morning until two hours after the end of the school day. Create a circle graph for an eight-hour day showing how you would spend your time. Provide specific time frames for each activity.

EvaluationDiscuss you understanding of the terms mean,

median, and mode with a classmate. Include in your discussion your interpretation of these terms as they influence your daily life and school work. Compare your perceptions with those of your partner and share with the teacher or class.

Social Studies - Bloom’s AROUND THE GLOBE!

• Knowledge– After spending some time examining the globe to locate

countries of the world, rank the top ten about which you would like to learn more.

• Comprehension– Locate the seven continents on your globe. Identify the

largest, the smallest, ant the two whose shapes are the most similar.

• Application– Study you globe to determine the countries through which

the equator passes. List them. Ask a friend to estimate the number of countries on your list. Share the list to determine the accuracy of the estimate.

• Synthesis– Use an inflated balloon to make a model of a globe. Cover

that balloon with newspaper strips dripped in very thin past. When the model is dry, paint it to show the oceans and continents, and label them

Social Studies - Bloom’s AROUND THE GLOBE!

• Analysis– Analyze your globe to identify:

• A country you would like to visit• A country whose climate might be similar to that

of your own country• A country whose culture is probably very

different from that of your own• A country whose geographical features would be

similar to those of your own country

• Evaluation– Make a list of twenty questions that could

be used as a study guide to help students of your age become proficient in the use of maps and globes.

BLOOM’S TO THE RESCUE!FOR FICTION’S SAKE!!

• Knowledge– Select a book of fiction that has special appeal and

read and enjoy the book.

• Application– Make a list of new words, descriptive phrases, or

memorable visual images that you encountered in the book/ Thin about how the author’s writing style and word usage may influence or enhance your appreciation for the written word.

• Synthesis– Write a letter that one of the main characters in the

book might have written to another one of the characters—after the story was over

BLOOM’S TO THE RESCUE!FOR FICTION’S SAKE!!

• Comprehension– Review the book’s main points and major happenings.

Make note to enable you to construct a time line or flow chart to summarize the plot and sequence of events.

• Analysis– Write a review of the book for a local paper. Try to

give a true picture of your “feel” for the book and its author. Also as a good reviewer, try to objectively pinpoint both strengths and weaknesses of the work.

• Evaluation– Determine the author’s point of view and evaluate how

effective he of she was in transmitting that point of view to the reader

Differentiated Instructionmeans developing instruction and assessment that:

• Gets students INVESTED in their learning• Challenges All of the learners in your class• Empowers students and gives them

CHOICES• Is BRAIN APPROPRIATE and appeals to all

of the senses (use LS/MOD/MI)• Has TIERED assignments and assessments• Uses FLEXIBLE instructional groups• Is MEANINGFUL• MERGES instruction and assessment

Differentiated Instructionmeans developing instruction and assessment that:

• Is Safe– Emotionally and physically

• Is Rigorous• Is Fail-Proof• Makes it look EASY ! !

WHAT SHOULD AN OUTSTANDING CLASSROOM;

• LOOK LIKE?

• SOUND LIKE?

• FEEL LIKE?

FAILURE TO PREPARE

ISPREPARING

TOFAIL

JOHN WOODEN

TAG!!YOU’RE

IT!!

Documents

Fire Up for Learning! Differentiated Instruction and Assessment Motivating Students with Brain-Based Instruction and Assessment Based in part on the book: