Arlanda+Suett

Often times, teachers modify the curriculum content, learning process, or student product/learning outcome to address diverse learners' needs (Tomlinson 2001). However, primary sources can be resourceful to assist with differentiating instruction it has vocabulary, and media, primary sources which can assist students with connecting to their prior knowledge. In addition, there are so many variations of primary sources such as manuscripts, journals, maps, photographs, motion pictures, sound recordings, and artifacts. These primary sources and secondary sources can touch all modalities of learning.  Differentiated Instruction allows teachers to keep students engaged, involved, and challenged.
 * Option One Differentiated Instruction Activity **
 * Engaging All Learners with Primary Sources **

Different modalities of learning []

When differentiating instruction by content, groups of students or individuals complete the same assignment using different primary sources. For example, auditory students can listen to the works of Langston Hughes, whereas, visual learners can examine the picture of Helen Keller and another student (tactile) may want to read, compare and contrast the works of Langston Hughes. This is the information for students if they would like to create their own poem (tactile and kinesthetic learner). []
 * Differentiating by Content **
 * Examples of Literature and Poetry through Differentiated Instruction **

This is an example of LOC for the visual, analytical, and kinesthetic learner.

Helen Keller: []

When differentiating by process, these learners experience the same content through primary sources ,however, these students move in and out of groups based on their interest etc;
 * Differentiating by Process **

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Langston Hughes

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">If students have examined the same primary source content, and experienced the same processing activities, teachers can scaffold differentiated product choices for learners of all modalities. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">For example teachers can implement the **primary source analysis tool** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> and **auditory** for students within the classroom.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiating by Product Choices **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] (link) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Describe (tell) what you see in this picture? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Who do you see in the picture? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How does this picture make you feel? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is happening in the picture? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Where do you think the setting takes places? <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;"> If someone made this today, what would be different? What would be the same? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How do you feel when looking at this picture? What does this picture make you think about? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">or What comes to mind when you see the person in the photo? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Is there anything else you would like to know about the person in the photo? If, so what?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Primary Source Analysis Tool Questions LOC **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Observe **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reflect **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Question **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pros/Super Stars/Stars **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Further investigation **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I Chose to select the first activity because differentiate instruction is an awesome strategy. I implement this strategy within my special education reading group and RTI.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Questions **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. ****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Why did you choose the one that you did? **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**2.** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How does it work with your background in education? ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction works well. It allows me to reach all learners and keep them engaged and involved.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I would present to the staff what the research says regarding differentiated instruction. In addition, I would present the data from Aimsweb scores increasing based on this effective strategy. In addition, I would introduce them to the LOC and what it has to offer and give them the handout that I received. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The LOC offer a wide variety of primary sources for the auditory, textile, kinesthetic, visual, and analytical learner. Therefore, teachers can access students prior knowledge with a variety of primary sources.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. How would you use this in a staff development training that you might do in your future educational career? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. How can the Library of Congress assist in teaching students with different learning styles? **

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">References. Tomlinson, C. (2001). //How to Differentiate Instruction in Mixed-Ability Classrooms//, 2nd Edition. <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">Dr. Rhonda Clevenson and Patricia Carlson manage the Library of Congress Teaching with Primary Sources Northern Virginia Partnership