What Students See as they walk into the classroom is a tip-off to the value and purpose I have given the lesson. As they enter the room I see students search for simple clues: expectations and instructions on the board; supplies set out on the counter or table; and a teacher ready to start the lesson once attendance has been taken. What they see when they walk through the classroom door is the most effective "hook" I have to engage my students authentically.

What Students Hear is usually 50% of what I say and 50% of what I provide visually. Students listen with greater intent when they are visually tracking what is being said. Students love to decipher sequential instructions in activities that require collaboration. As I introduce the lesson and expectations students can easily identify which part of the lesson is a personal strength and which area of the lesson will require guided practice from their peers or teacher.

What Students Want is the permission to take in new knowldege in which the expectation is to experiment, fail, learn and repeat. This expectation is easily set by including goals, objectives, constraints and criteria for success when introducing the lesson. Providing differentiated levels of instruction (see pictures) improves students academic performance across the curriculum. Understanding deepens when students create connections to the  process and purpose of what, when and how they learn. 

By strategically planning lessons teachers create experiences that address  issues of: motivation: effective use of class time builds long-term retention; differentiation and cross-curricular connections; and critical thinking.

Moving beyond textbooks and lectures and exploring real-world issues within the community points students in a direction that gives them reasons to think and to investigate the key facets of any enduring understanding.

Learning starts when students start thinking. Lessons that work well require two key ingredients: ideas worth thinking about  and hooks to lead students to dig in and think. Supporting learning outcomes that are relateable inside and outside of the classroom build the enduring understanding that lasts beyond the lesson and into a lifetime.

The opportunity to level-up in my classroom happens everyday. Understanding my students curisosity and desire to dive deeper into the Big Idea of what is being taught is the ultimate goal of using Differnetiated Instruction.

I choose to use Differentiated Instruction to support both my formative and summative evaluations of students. 

The Top 3 Reasons to Use Differentiated Instruction Incldue:

1. Differentiated Instruction provides opportunity to be proactive in meeting the students needs.  This month I will use a class set of Ozobots to engage my K12 students in learning how to decipher codes and design computer programs.
2. Differentiated Instruction requires active collaboration among the students. The opportunity to create a student centered learning environment is the outcome of a well planned lesson. I know where to stop and let the students lead. There is always a formative assessment before letting them explore independently. Watching my kids create new knowledge and comprehension is the feedback I need to create authentic and meaningful summative assessments.
3. Differentiated Instruction allows students to engage organically and dynamically.  Students are given a voice and choice in how to set up the classroom during the first few weeks of school. Ownership is an empowering reason to fully engage in our classroom.