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Title: 2 tasks before we begin


1
2 tasks before we begin
  • WELCOME!
  • As you settle in for the session, complete the
    following task
  • On a piece of paper write a set of directions you
    would follow to make a cheesecake.
  • What do you hope to get out of today?
  • On sticky Notes
  • Write one idea on each Sticky note

2
Science for ALL StudentsDifferentiated
Elementary Science Instruction
  • Christopher Ozmun
  • Consultant, SERC

Adapted from Differentiated Elementary Science
InstructionSummer Workshop Presentation by Mary
Doran Brown U.S. Dept. of Education
3
Enduring Understanding
  • All students can learn rigorous academic material
    at high standards
  • Jon Saphier and Robert Gower The
    Skillful Teacher

4
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7
Essential Question
  • How can we best identify what students know and
    are able to do and subsequently plan for,
    instruct, and measure learner progress in mixed
    ability science classrooms in standards-based
    curriculum?

8
Outcomes
  • By the end of this session, participants will
    know and be able to
  • define the foundations and key principles of
    differentiated instruction.
  • gain knowledge about differentiation strategies.
  • observe the connection between science inquiry
    and differentiated instruction.
  • explore differentiated science lessons based
  • on CT State Frameworks/district curriculum
  • explore the process for student driven
  • differentiated instructional planning.
  • create a differentiated science unit/lesson
  • plan.

9
The Betting GameTopic Differentiation
  • There are three modes of differentiation
    content, process, and product.
  • Whole class instruction is not a part of a
    differentiated classroom.
  • Assessment and instruction are inseparable in a
    differentiated classroom.
  • Differentiation is synonymous with individualized
    instruction.
  • Exit cards are a quick and easy strategy for
    assessing students.
  • Readiness, interest, and learning profile are
    factors in planning differentiated instruction.
  • Differentiation is chaotic.

10
Using a familiar learning task, lesson, or unit
1) Identify the ways that students differed
during the course of this task, lesson. or unit.
2) Which student differences were most
powerful? 3) How did you/might you
differentiate to accommodate the differences?4)
How did/might this accommodation impact
learning?
An Example
11
What exactly does the term differentiation mean?
  • List 10-15 words or phrases that, in your mind,
    are linked to this term.

12
TTYN Turn to Your Neighbor
  • Turn to the person sitting next to you and
    reflect on the term differentiation
  • What terms did you have in common?
  • What terms were different?

13
A Technical Definition of Curriculum
Differentiation
  • Curriculum differentiation is a process teachers
    use to enhance student learning by matching
    various curriculum components to characteristics
    shared by subgroups of learners in the classroom
    (e.g., learning style preferences, interests,
    prior knowledge, learning rate).
  • Purcell Burns
  • 2002

14
A Pragmatic Definition of Curriculum
Differentiation
  • In the context of education, we define
    differentiation as a teachers reacting
    responsively to a learners needsThe goal of a
    differentiated classroom is maximum student
    growth and individual success.
  • Tomlinson Allan
  • 2002

15
Another Definition
  • Differentiated instruction facilitates your use
    of a standards-based curriculum to meet the
    unique needs of students in the classroom within
    the legal and ethical principles of todays
    schools
  • Moll, 2003

16
Yet, Another
  • Differentiated instruction is a broad term that
    refers to a variety of classroom practices that
    accommodate differences in students learning
    styles, interests, prior knowledge, socialization
    needs, and comfort zones. On the secondary
    level, it involves a balance between the content
    and competencies expected on the mandated
    assessments and various pedagogical options to
    maximize durable learning.
  • Benjamin, 2002

17
Carol Ann Tomlinson The Differentiated Classroom,
1999
18
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19
The Lesson or Unit Components That Could Be
Differentiated
  • Content/Knowledge
  • Assessment
  • Grouping formats
  • Introduction
  • Teaching activities
  • Learning activities
  • Resources
  • Products
  • Extensions
  • Modifications for Learner Needs

Purcell Burns
20
  • Creating a differentiated classroom is not a
    yes/no proposition but rather a continuum along
    which teachers move as they develop skills of
    responsive teaching.
  • Carol Ann Tomlinson

21
Why Differentiate?
  • One size fits all instruction does not address
    the needs of many students.
  • Kids come in different shapes and sizes as well
    as interests, learning profiles, and readiness
    levels.

22
Providing A Rack of Learning Options
  • We need to do more than tailor the same suit of
    clothes.
  • Differentiation requires thoughtful planning and
    proactive approaches.

23
Proactive or Reactive?
Reactive
Preventative
Proactive
  • Act as a result
  • Driven by circumstances
  • Fore planning thinking
  • Stop something from occurring

24
Basic Principles to Remember
  • Differentiation is not a new concept.
  • Differentiation is not planning individualized
    lessons for each student in the class. It is also
    not whole group instruction all of the time.
  • Differentiation is necessary.
  • You know your students. You are the best judge
    of when and what you can do to help all students
    be successful learners of your content area.
  • Keep it simple. Start small. Build on current
    effective instructional practices.

25
PBS
Portfolios
Lesson Plans
Report Cards
LRE
PPT's
NCLB
IEP's
EIP
Grades
Assessments
Faculty Meetings
Fire Drills
Parent Phone Calls
Discipline Referrals
Snow Days
Behavior
Progress Notes
Curriculum Revision
Technology
26
Why the Current Interest? Why the Present
Initiative?
  • No Child Left Behind
  • IDEA
  • NEASC Accreditation Process
  • Information Age
  • Standards Movement
  • Achievement Gaps
  • CT Common Core of Teaching
  • BEST Portfolio Process
  • PJ et al v. State of CT, Board of Education, et al

27
Lets Consider
  • What things (tools, methods or supports) do you
    need everyday in order to fulfill your role as a
    parent/teacher/friend, etc.?

28
Access to General Education Curriculum
the majority of children identified as eligible
for special education and related services are
capable of participating in the general education
curriculum to varying degrees with some
adaptations and modifications. This provision is
intended to ensure that childrens special
education and related services are in addition to
and are affected by the general education
curriculum and not separate from it
29
Why Must Access Be Provided?
  • We do NOT have a choice.
  • We cant afford not to.
  • It is a professional and ethical requirement.
  • It only makes sense.
  • It WORKS.
  • It is FAIR.
  • Moll, 2003

30
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31
Cautions about Content
  • Most often, there is substantial benefit to
    holding what we want students to learn relatively
    steady, while changing how we give access to the
    content to match student needs.
  • Tomlinson, 2001

32
Differentiation of Content
  • Readiness differentiation- has as its goal
    matching the material or information students are
    asked to learn to a students capacity to read
    and understand it.
  • Tomlinson, 2001

33
Differentiation of Content
  • Interest differentiation- including in the
    curriculum ideas and materials that build on
    current student interests or extend interests
  • Tomlinson, 2001

34
Differentiation of Content
  • Learning profile differentiation- implies
    ensuring that a student has a way of coming at
    materials and ideas that match his or her
    preferred style of learning
  • Tomlinson, 2001

35
Sample differentiated lesson
  • Subject Science
    Grade Fourth
  •  
  • Standard 4 The Living Environment
  •  
  • Key Concept For any particular environment,
    some kinds of plants and animals survive well,
    some do not survive well, and others cannot
    survive at all.
  •  
  • Generalization Animals are adapted to a
    particular environment.
  •  
  • Background
  • This lesson is part of a unit on different
    environments. Students have studied the basic
    needs of animals and are familiar with vocabulary
    such as niche, survival of the fittest,
    environment, biome, and food chain.
  •  
  • Students are placed in tiers according to their
    interest in a particular environment. The
    teacher may let students have free-choice as to
    environment, or the teacher may choose to
    pre-select specific environments and have
    students choose from those. The number of tiers
    will equal the number of choices. This lesson is
    illustrated with three tiers.
  •  

36
  • This lesson is tiered in content according to
    interest. .
  •  
  • Tier I The Desert
  •  
  • Tier II The Ocean
  •  
  • Tier III The Tundra
  •  
  • Each group should make a chart listing names of
    various animals that live in each environment
    across the top and characteristics/needs of the
    animal down the side. Examples are movement,
    body covering, number of eyes, number of ears,
    number of legs, type of food eaten, how they get
    water, shelter and body temperature. I would
    suggest ten animals per group, more if students
    are able.
  • Once the chart is completed, each student should
    choose two animals to research and study
    in-depth. Once the chart and the in-depth
    studies are completed, have students come
    together in a large group for sharing.
  •  
  • Assessment
  • Teacher observation during the group work as well
    as individual interviews will serve as
    assessment. Have each group share the
    information on their charts as well as the
    in-depth studies of the different animals. Have
    students l compare and contrast the animals in
    the different environments. Lead them in a
    discussion of how animals are adapted. Ask if a
    specific animal (prairie dog, for example) could
    live in a different environment (ocean). Have
    them give reasons for their answers.
  • The charts and in-depth studies are a nice
    transition to the concept of the five kingdom
    classification system. Students can work in
    groups to classify the animals they studied.

37
Feel Overwhelmed???
  • If you look at all the national and state
    documents that McREL has organized on its Web
    site (www.mcrel.org) you'll find over 130 across
    some 14 different subject areas. The knowledge
    and skills that these documents describe
    represent about 3,500 benchmarks. To cover all
    this content, you would have to change schooling
    from K12 to K22.

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39
Establishing Curricular Priorities
nice to know
worth being familiar with
foundational knowledge and skills
important to know do
enduring understandings
big ideas worth understanding
Page 80
40
Course Knowledge
KU-CRL
41
Critical Knowledge
KU-CRL
42
Critical Knowledge
KU-CRL
43
Course Knowledge Divided in Units
KU-CRL
44
Units as Slices of the Course Curriculum
KU-CRL
45
One Slice of the Course Curriculum
KU-CRL
46
One Slice of the Course Curriculum
KU-CRL
47
One Slice of the Course Curriculum
What is the essential content that all people
need to know?
What content should most people know?
What content could some people know?
KU-CRL
48
What is a standard?
  • A content standard is a declarative statement
    that identifies the essential or core knowledge
    in a given subject area that students should
    attain as a result of instruction. Performance
    standards, or benchmarks, specify ascending
    levels of understanding across various grade
    levels.

49
Why is it important for teachers to understand
the core knowledge within their state or district
standards?
  • To ensure that we focus our curriculum on core
    knowledge in each discipline
  • To provide a comprehensive, liberal arts
    education
  • To use limited time efficiently
  • To address the knowledge explosion
  • To find and address powerful ideas with multiple
    applications
  • To prepare students to become problem finders and
    problem solvers
  • To be able to evaluate the extent to which
    students have acquired the core knowledge they
    are expected to learn

50
What is essential or core content?
  • Fundamental knowledge in a discipline
  • Knowledge that is a constant within any
    discipline-related topic
  • Knowledge that provides a scaffold for novice and
    expert learners
  • Knowledge that spirals throughout the continuum
    of expertise
  • Knowledge that is of service to children and
    adults

51
Lesson planning reflection The most notable
change in my lesson planning and teaching has
been the questions I ask myself. The first
question I ask myself about a lesson is what do
I want the students to learn from this lesson?
While this may seem an obvious question to ask,
it was never something I asked myself until I
began the lesson study process. The question I
was asking myself before lesson study was more
like what am I covering today?

U.S. teacher on
Lesson Study
52
DI in Action
53
Differentiation Key Message
  • Tomlinson tells us
  • Instruction begins where the students are, not
    at the front of the curriculum guide.

54
What do students know and what are they able to
do?
  • Pre- and on-going assessments drive instruction
  • Products and work samples
  • Standardized tests
  • Questioning
  • Every pupil response
  • Writing prompts
  • Exit cards
  • KWL
  • Paper/Pencil tests
  • Drawings related to the topic

55
UBD (Understanding By Design) DI
(Differentiated Instruction)/Inquiry
  • Use of Essential Understandings (Standards)
  • Use of Assessment (Formative)
  • Grouping Strategies

56
Differentiating How To
  • How to Differentiate Instruction in Mixed Ability
    Classrooms by Carol Ann Tomlinson
  • Be clear on the key concepts and generalizations
    that give meaning and structure to the topic.
  • Lessons for all students should emphasize
    critical thinking.
  • Lessons for all students should be engaging.
  • There should be a balance between student
    selected and teacher assigned tasks and working
    arrangements.

57
Preassessment A Definition
  • Preassessment is an instructional strategy
    teachers use to uncover what students know about
    a curriculum unit before they begin formal
    instruction.

58
THE RELATIONSHIP BETWEEN ASSESSMENT AND CURRICULUM
ON-GOING POST ASSESSMENT
59
Pre-Assessment Data Implications
  • Cheesecake 911
  • Direct Instruction
  • Provide varied text - content
  • Make task simpler - process
  • Provide small group instruction - process
  • Cheesecake Basics
  • Guided Instruction
  • Provide step-by-step written instructions -
    process
  • Provide modeled lessons - process
  • Provide lab opportunity - content
  • Cheesecake Advance
  • Independent Instruction
  • Provide opportunities for learners to expand
    their knowledge - content

60
Examples of Pre-Assessments
What do you Know? What do you Want to know? What
have you Learned?
  • Pre-tests
  • KWL
  • I notice/I wonder (Inquiry)
  • Interest Inventory
  • Checklists
  • Observations
  • Self-evaluations
  • Journals
  • Interview

61
Assessment is todays means of understanding how
to modify tomorrows instruction. Carol
Tomlinson
62
Sample Assessment Formats
63
Exit Card Before you leave class today, please
tell me 2 things you learned or know about
electrical circuits.
Exit Cards are used to gather information on
students readiness levels, interests and/or
learning profiles. At the end of an
instructional sequence or class period, the
teacher asks the students to respond to a
pre-determined prompt on their index cards and
then turn them in as they leave the classroom or
transition to another subject. The teacher
reviews the student responses and uses the cards
as data to make future instructional decisions
about content and grouping.
64
How Can Assessment Help Us to Differentiate Our
Instruction?
  • DIFFERENCES AMONG STUDENTS
  • Academic Differences
  • Developmental readiness
  • Prior knowledge/Opportunity to learn
  • Reading level
  • Concept and skill attainment
  • Cognitive Differences
  • Schemas
  • Thinking skills
  • Learning rate
  • Social and Emotional
  • Interests
  • Learning styles
  • Motivation
  • ASSESSSMENT
  • Use well-aligned pre-assessments and
    preassessment data to monitor and communicate
    growth
  • Align assessment datapre, post and ongoingwith
    instructional components to ensure impact on
    achievement
  • Use gain scores to determine how individual
    students are progressing with the acquisition of
    content
  • Use trait rubrics rather than holistic scoring to
    illuminate student learning gains and
    misconceptions/gaps
  • Offer students alternative product formats to
    demonstrate their understanding (e.g., written,
    kinesthetic, visual, multi-media)
  • Provide for self-assessment

65
Differentiated Content
  • Input what the students learn
  • Use of multiple texts
  • Use of varied resources
  • Compact curriculum
  • Learning contracts

66
Differentiated Process
  • How students make sense of content
  • Interactive journals
  • Tiered assignments
  • Learning centers
  • Cubing
  • Anchor activities

67
Differentiated Product
  • Output how students demonstrate what they know
    and are able to do
  • Product presentation uses varied modes of
    expression, materials, technologies
  • Advanced assignments that require higher order
    thinking skills
  • Evaluation by self and others
  • Authentic assessment

68
Examples of Grouping Formats
69
How Can We Use Teaching Strategies to Support
Curriculum Differentiation?
  • DIFFERENCES AMONG STUDENTS
  • Academic Differences
  • Developmental readiness
  • Prior knowledge/Opportunity to learn
  • Reading level
  • Concept and skill attainment
  • Cognitive Differences
  • Schemas
  • Thinking skills
  • Learning rate
  • Social and Emotional Differences
  • Interests
  • Learning styles
  • Motivation
  • TEACHING STRATEGIES
  • Avoid being the sage on the stage.
  • See teaching as FACILITATING students sense
    making
  • Use direct or indirect teaching methods to
    respond to students learning needs
  • Vary the amount of teaching time for different
    groups of learners
  • Vary the amount and source of feedback
  • Provide skill strategies only if learners need
    them
  • Provide practice and reinforcement only if
    warranted
  • Change the pace of teaching

70
How Can We Use Learning Activities to Support
Curriculum Differentiation?
  • DIFFERENCES AMONG STUDENTS
  • Academic Differences
  • Developmental readiness
  • Prior knowledge/Opportunity to learn
  • Reading level
  • Concept and skill attainment
  • Cognitive Differences
  • Schemas
  • Thinking skills
  • Learning rate
  • Social and Emotional Differences
  • Interests
  • Learning styles
  • Motivation
  • LEARNING ACTIVITIES
  • Make students think
  • Listen and watch students thinking purposively
    and frequently use observations to tailor
    instruction
  • Ensure that the learning activities are not too
    easy or too frustrating
  • Ensure that the learning pace is not too fast,
    not too slow, but just right
  • Offer more or less scaffolding
  • Provide more or less time
  • Provide advance organizers that have more/less
    detail
  • Create more reflection opportunities
  • Vary grouping options for learning activities
    (e.g., heterogeneous, homogeneous) provide some
    opportunity for students to self-select group
    membership

71
Products
  • Advance organizer
  • Advertisement
  • Animation
  • Annotated bibliography
  • Argument
  • Assignment
  • Audiotape
  • Biography
  • Blueprint
  • Board game
  • Book jacket
  • Bulletin board
  • Bulleted list
  • CD disc
  • Calendar
  • Campaign
  • Card game
  • Census
  • Ceramics

Costume Critique Dance Debate Diagram Diary Dictio
nary Diorama Display Dramatic monologue Drawing Ec
onomic forecast Editorial Elegy Essay Etching Expe
riment Fable Fact file Fairy tale Family
tree Festival Filmstrip Glossary Graph Graphic
organizer Greeting card Haiku Hypercard
stack Hypothesis
Illustrated story Interview Invention Investment
portfolio Journal Landscape design Learning
profile Lecture Lesson Letter Limerick Line
drawing List Magazine article Map Maze Memoir Memo
ir Montage Movie Museum exhibit Musical
composition Newspaper Notes Observation log Oil
painting Oral history Oral report Outline Overhead
transparency
Pamphlet Pantomime Paragraph Pattern Photo
essay Photo journal Play Picture
dictionary Picture book Poem Portfolio Poster Pott
ery Powerpoint slides Prediction Protocol Proposal
Puppet Puppet show Questions Radio show Relief
map Reflection Reflective essay Research
report Rubbing Rule Science fiction
story Scrapbook
Sculpture Set design Short story Silk
screening Simulation Skit Slide show Small-scale
model Social action plan Song Sonnet Stencil Summa
ry Survey Table Terrarium Textbook Timeline Theory
Think piece Topographical map TV documentary TV
newscast Video Video game Vocabulary list Weather
instrument/log Web Worksheet Wrapping paper design
72
How Can We Modify Products to Attend to Learner
Differences?
  • DIFFERENCES AMONG STUDENTS
  • Academic Differences
  • Developmental readiness
  • Prior knowledge/Opportunity to learn
  • Reading level
  • Concept and skill attainment
  • Cognitive Differences
  • Schemas
  • Thinking skills
  • Learning rate
  • Cognitive Differences
  • Interests
  • Learning styles
  • Motivation
  • PRODUCTS
  • Dont spend more time than is necessary to figure
    out the nature and extent of learning
  • Use daily formal or informal assessments
  • Develop rubrics with a low baseline and high
    ceiling
  • Link drafts, final products, learning
    opportunities, and reteaching
  • Dont make everyone write all the time use a
    variety of product formats
  • Encourage self-assessment
  • Provide choice allow students to express
    themselves in their preferred expression format
    some of the time
  • Keep selected exemplars to showcase as
    possibilities
  • Provide time for students to share their work in
    large and small groups

73
One Possible Instructional Sequence
  • Class meeting , overview, or introduction -
  • Preassessment
  • Large group teaching and learning activities
  • Small group activities
  • Small group instruction
  • Differentiated learning activities
  • Anchoring activities (differentiated)
  • Large or small group problem solving and
    application
  • activities
  • 6. Debriefing and reflection - large group
  • 7. Extension activities

74
Creating a differentiated classroom is not a
yes/no proposition but rather a continuum along
which teachers move as they develop skills of
responsive teaching.
Carol Ann Tomlinson
75
Differentiating Science Instruction
  • Three levels of science inquiry
  • Structured
  • Guided
  • Open

76
Structured Science Inquiry
  • Students provided hands-on problem to investigate
    with procedures and materials
  • Students discover relationships between variables
    or generalize from data
  • Used to teach specific content, fact,
  • or skill

77
Guided Science Inquiry
  • Students provided materials and problem to
    investigate, and students compose their own
    procedures
  • Teacher facilitates and encourages student
    generated questions

78
Open Science Inquiry
  • Similar to guided inquiry with the addition that
    students also formulate their own problem to
    investigate

79
Sample Differentiated Science Lesson
  • Structured Inquiry
  • Students are given testable question and verbal
    procedures Are fingerprint and toe print
    formulas the same?
  • Guided Inquiry
  • Students select a testable question from
  • teacher list then plan and conduct
  • investigation
  • Open Inquiry
  • Students develop a testable question
  • and investigation

80
Anchor Activities
  • Reading to be Informed
  • Inquiry Centers
  • Structured Computer Work

81
SCIENCE AND LITERACY..A NATURAL FITResearch
shows that learning science through
inquiryIMPROVES SCORES ON LANGUAGE ARTS AND
MATHSTANDARDIZED TESTS! (CAN YOU SEE WHY?)
82
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84
Labor Intensive Strategies for Differentiation
  • Assessment, data analysis, and diagnosis
  • Flexible grouping
  • Tiered tasks
  • Anchor activities
  • Differentiated learning encounters
  • Learning contracts
  • Independent study

85
Simple Strategies for Differentiation
  • Study buddies
  • Exit cards
  • Student expert
  • Three Before Me
  • The Doctor Is In
  • Mini-lessons
  • Multiple text

86
Labor Intensive Strategies for Differentiation
  • Assessment, data analysis, and diagnosis
  • Flexible grouping
  • Tiered tasks
  • Anchor activities
  • Differentiated learning encounters
  • Learning contracts
  • Independent study

87
Simple Strategies for Differentiation
  • Study buddies
  • Exit cards
  • Student expert
  • Three Before Me
  • The Doctor Is In
  • Mini-lessons
  • Multiple text

88
Categories of Instructional Strategies
  • Identifying Similarities and Differences
  • Summarizing and Note Taking
  • Reinforcing Effort and Providing Recognition
  • Homework and Practice
  • Nonlinguistic Representation
  • Cooperative Learning
  • Setting Objectives and Providing Feedback
  • Generating and Testing Hypothesis
  • Questions, Cues, and Advanced Organizers

Source Marzano, R.J., Pickering, D.J.,
Pollock, J.E. (2001). Classroom instruction that
works Research-based strategies for increasing
student achievement. Alexandria, VA
Association for Supervision and Curriculum
Development.
89
Source Marzano, R.J., Pickering, D.J.,
Pollock, J.E. (2001). Classroom instruction that
works Research-based strategies for increasing
student achievement. Alexandria, VA
Association for Supervision and Curriculum
Development.
90
What Grade Would You Give?
91
What Grade Would You Give Now?
92
Lets Reflect
  • What does this exercise tell us about grading?
  • How reliable are grades in terms of assessing
    student progress?

93
TTT Things Take Time
  • One subject area at a time
  • One unit at a time
  • One lesson at a time
  • One student at a time
  • One strategy at a time
  • One teacher at a time
  • One grade level at a time

94
Two Difficult Truths about Teaching
  • No matter how much youll do, youll feel its
    not enough
  • Just because you can only do a little it is not
    an excuse to do nothing.
  • Susan Ohanian (1999)

95
  • Differentiation instruction is a critical element
    to
  • Leaving No Child Behind.

96
What Questions do you have?
97
Lets look at some samplesand Now Its
Your Turn
98
TASK
  • Use one of the planning templates to plan a
    differentiation lesson (s) around your grade
    level unit.
  • Be sure to refer to the CT Framework.
  • Use chart paper to record
  • Be prepared to share a lesson with
  • the group

99
On line Resources
  • Tiered Curriculum Project
  • http//ideanet.doe.state.in.us/exceptional/gt/tie
    red_curriculum/
  • welcome.html
  • Model Differentiated Elementary Science Lessons
  • http//www.mcps.k12.md.us/curriculum/science/elem
    /modeldiff.htm
  • Strategies for Differentiated Instructionhttp//
    www.mcps.k12.md.us/curriculum/science/elem/modeldi
    ff.htm
  • DI Definition and Resources
  • http//www.cast.org/publications/ncac/ncac_d
    iffinstruc.html
  • http//www.ascd.org/

100
Thank You!
  • Contact Information
  • Chris Ozmun, 860-632-1485 (x377) ozmun_at_ctserc.org
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