Participate and share: Poster 
The purpose of this session is to introduce participants to the free board game, Agility, developed at the Harvard Graduate School of Education designed to address the challenge of modeling in teacher education the type of learning experiences we desire for P-12 students and teaching teachers how to make decisions to differentiate instruction in response to student learning needs. Teacher widely believe instruction should be differentiated, but report not knowing how to differentiate and not being able to sustain differentiated instruction. Therefore, Agility is critical in modeling effective 21st century learning in teacher education and in teaching teachers are critical urgently needed pedagogical strategies. Our objectives are for participants to: 1. Define agile thinking and differentiated instruction, 2. Find joy in playful learning of differentiated instruction strategies and routines, 3. Collaborate with session participants to solve problems and further learning, and 4. Reflect on learning through game play and anticipate take away learning for participants' own context.
1. Introduction to each presenters, fellow participants, and Agility (5 min)
2. Form teams and begin playing Agility game (online participants can play online and in-person participants will play the paper board game) (35 min)
3. Reflect on learning from the game experience (5 min)
4. Identify elements of gamification that nurtured learning (10 min)
5. Session feedback and next steps (5 min)
Reich, J. Playful Practice: Designing the Future of Teacher Learning
https://cms.mit.edu/podcast-justin-reich-designing-future-teacher-learning/
Bondie, R., & Zusho, A. (2018). Differentiated instruction made practical: Engaging the extremes through classroom routines. Routledge.
Dede, C. & Bondie, R. (2022). What We Want Versus What We Have: Transforming Teacher Performance Analytics to Personalize Professional Development. In Moskal, P., Dziuban, C., Picciano, A. (Eds.), Data Analytics and Adaptive Learning: Research Perspectives. Routledge.
Demystifying differentiated instruction. (2019). Science and Children, 57(2), 14-19. https://www.jstor.org/stable/26901510
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