KUD

1. KUD Know: Definitions or examples for each of the four principles. Understand: Differentiated Instruction is a philosophy of teaching and learning guided by four general principles: ~ Concept Based Curriculum ~ Instruction that meets the needs of each student ~ Ongoing Assessment ~ Building Community in the Classroom Do: Engage in community building activities (attendance question and continuum protocol). Discuss each principle. Share examples, resources or materials for each principle. Determine how you currently maximize student learning. Reflect on the day.

2. Agenda • Review UKD and Agenda • Engage in community building activities • Discuss first two principles of differentiated instruction • Break • Discuss last two principles of differentiated instruction • Assignment for October in-service day • Reflect on day

3. Small Group Activity • Please move into grade cluster groups: pre-K - grade 2 grade 3 - grade 5 grade 6 - grade 8 • Conduct Community Building Activities

4. Differentiated Instruction Is a teacher's response to learner's needs Guided by general principles of differentiation Concept-basedCurriculum Instruction that meets the needs of each student Ongoing Assessment Building Community Teachers can differentiate through Content Process Product According to students' Readiness Interest Learning Profile Through a variety of instructional strategies

5. Concept-based Curriculum To develop the intellect and increase motivation for learning, curriculum and instruction must create a “synergy” between the lower (factual) and higher (conceptual) levels of thinking. Cartoons by David Ford

6. Concept-based Curriculum Why is it essential to organize curriculum in this way? --The brain processes information by linking to Big Ideas (concepts). --The brain does not retain and apply facts and information (knowledge) in isolation. It does retain knowledge when it connects to an “ah ha” understanding and to personal experience. -- Eric Jensen

7. Concept-based Curriculum A concept serves as an integrating lens and encourages the transfer of ideas within and across the disciplines as students search for patterns and connections in the creation of new knowledge. Lynn Erickson – Concept-based Curriculum and Instruction

8. Characteristics of a Concept • Timeless • Universal • Abstract • Represented by 1 or 2 words • Organizing Idea

9. Examples of Concepts Perspective/Perception Judgment/Decision-making Community Communication System Change Population Patterns Relationships

10. Differentiated Instruction: Unit/Lesson Grid

11. Differentiated Instruction: Unit/Lesson Grid

12. Differentiated Instruction: Unit/Lesson Grid

13. Concept Based Curriculum Nations with higher test scores use teaching and learning strategies that promote understanding rather than ‘coverage’ and rote learning. (McTighe and Tomlinson)

14. Instruction That Meets the Needs of Each Student Humans Learn Best with Moderate Challenge • Through increased understanding of both psychology and the brain, we now know that individuals learn best when they are in a context that provides a moderate challenge and the process of connecting the unfamiliar to the familiar. All students must continue vigorous, new learning that is moderately challenging or they risk losing brain power and engagement (TOMLINSON) ZONE OF PROXIMAL DEVELOPMENT

15. Middle Schoolers Answer the Question, “What does it Feel Like When Classes Move too Slowly? I try my best to pay attention, but it can be really hard. I try to copy down absolutely everything so I can maybe learn something. I always play with my shoes. I read ahead in the book. I draw tanks and airplanes. I make up complicated math problems. I figure out a 20 factorial. I plan out my day. I color my nails with my pen. I plan my after-school activities. Sometimes I try to answer a question and explain things in a different way so we can move the class forward, but it make teachers mad sometimes. One thing my sister taught me to do is to listen to music in my head, or to think back to a movie, to its funny parts. When I had braces, I used to play with my braces, and I had braces for four years! Carol Ann Tomlinson

16. Some Elementary Students Answer the Question, “What’s it Like When You Feel Lost in Class?” I feel scared. Sometimes I try to listen harder but mostly it doesn’t work. I get mad. I want to go home and watch TV. After a while, I give up. I wish the teacher would know how I feel and would help me. I feel dumb. I don’t like the subject very much. I tell myself maybe I will get it tomorrow. I daydream. Sometimes I get in trouble. I play with my hair. My mom doesn’t like when I do that. I wish I was smart. Carol Ann Tomlinson

17. Instruction That Meets the Needs of Each Student The Zone Of Proximal Development: • One must recognize information, ideas, and concepts. • One must be able to apply strategies to process the information. • One must be engaged. Leo Vygotsky

18. As teachers, we have the distinct privilege to operate the switch that generates our students brain power. How do we do this?

19. By helping our students find their zone • By creating an optimal learning environment

20. Differentiated Instruction Definition • Differentiated instruction is a philosophy of teaching and learning that embraces and integrates the very best of curriculum design, assessment practices, and instructional strategies. Differentiated instruction embraces what brain research tells us about optimal learning environments, namely that they attend to the learners’ social,emotionalandcognitiveneeds.

21. Teachers can differentiate through Content Process Product According to students' Readiness Interest Learning Profile Through a variety of instructional strategies

22. Small Group Activity • Please move into grade cluster groups: pre-K - grade 2 grade 3 – grade 5 grade 6 - grade 8 • Discussion and questions/clarifications Share examples/resources/materials • After discussion: 15 minute break

23. Ongoing Assessment • Determining student readiness to work with essential knowledge, understanding and skill: • as a unit begins (pre-assessment), • as a unit progresses (formative), • and as a unit concludes (summative).

24. Ongoing Assessment Summative Assessment Formative Assessment Pre-assessment Assessment OF Learning (Evaluation) Assessment of Prior Knowledge Assessment FOR Learning

25. Summative Assessments These assessments are given to students at the endof the learning. They: • reflect the essential understandings/questions and learning goals; • can be differentiated products, depending on learners’ needs; and • are graded.

26. Pre-assessments These assessments are completed prior to teaching a unit. They: • determine students’ current readiness for content and skill development, interests and/or learning profile in relation to the essential understandings/questions, and learning goals (KUD); • inform instructional decisions and planning; • are short and to the point; • focus on the unit’s essential understandings/questions and learning goals(KUD), and • are not graded.

27. Frayer Model Directions: Complete the chart to show what you know about Jazz. Write as much as you can. Definition Information JAZZ Performers/Composers Personal Experience

28. Learning Styles

29. Formative Assessments • These assessments are en route checkpoints, done frequently. They provide: • ongoing and helpful feedback, and • information to modify instruction. • These assessments are usually not graded.

30. Formative Assessment Formative assessment requires information about the student’s current level of performance, where the student ought to be, how to transition from where they are to where they ought to be, and a means for that transition to take place. Therefore, formative feedback to the student must be based on information that answers 3 questions:

31. 3 Questions 1. Where am I now? (data on the actual level of some measurable attribute) 2. Where am I going? 3. How do I get there?

32. Exit Cards The teacher asks a question at the end of a lesson, students write responses on index cards and hand them in before they leave the class. The teacher then assesses student learning or understanding and modifies instruction accordingly.

33. Where am I now? Name:____________________ Decimals & Fractions • How is a decimal like a fraction? • How are they different? • What’s a “light bulb moment” for you as you’ve thought about fractions and decimals?

34. “Assessment should always have more to do with helping students grow than with cataloging their mistakes.” Carol Tomlinson

35. Building Community Community = Safety and Belonging This diagram shows Maslow's hierarchy of needs, represented as a pyramid with the more primitive needs at the bottom. (Wikipedia Encyclopedia)

36. How Do We Foster True Community? • Beliefs About Teaching and Learning • Setting Norms • Roles and Responsibilities • Routines

37. Beliefs About Teaching and Learning • Discuss your beliefs about teaching and learning. • Have students create their own belief statements about teaching and learning. • Establish class beliefs about teaching and learning.

38. Setting Classroom Norms • Plan for developing class norms • Plan for periodic checkups

39. Roles and Responsibilities • Jobs (for each student) • Older students: job applications and a listing of positions • Expected Behaviors

40. Routines • Organizational (pens, pencils, paper, homework collection, etc.) • Routines for Group Work • Time Saving: • Desk Olympics for flexible grouping

41. Community Building Activities • Community Building Activities • Attendance Question • Continuum Protocol • Me-Graphs • Where do you like to do homework? • Discussing “Fair Isn’t Always Equal”

42. Assignment • For the October in-service day: • Share a visual of how you are working to build community in your classroom

43. Small Group Activity • Please move into grade cluster groups: pre-K - grade 2 grade 3 – grade 5 grade 6 - grade 8 • Discussion and questions/clarifications Share examples/resources/materials • How do you maximize student learning? • Reflection on today