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Differentiated Instruction

Differentiated Instruction. Southeast Area Elementary Principals February 2008. What does a differentiated classroom look like? What activities would you see? What sounds would you hear? How would the room be organized?. How is differentiation different from modification?.

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Differentiated Instruction

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  1. Differentiated Instruction Southeast Area Elementary Principals February 2008

  2. What does a differentiated classroom look like? • What activities would you see? • What sounds would you hear? • How would the room be organized?

  3. How is differentiation different from modification?

  4. Do your school goals support this? • Technology • Student Achievement • Professional Development • Others?

  5. What role do YOU play? • What leaders DO speaks with greater force than what they SAY….. • Understand that you play the same role with teachers that they play with students • Honor • What skills do you already have, and what areas do you need development in order for success?

  6. Necessary Skills for Stakeholders • What do we want everyone to be able to do with regards to responsive teaching (differentiation)? • Classroom teachers • Specials (music, PE, computers, special education, counselors, etc) • Administrators • Parents • Students

  7. Differentiating Staff Development • Whole-Group Workshop • Reading Group • Study Group • Independent Study • Establish frequent times for sharing information – staff meetings, electronic means, etc.

  8. Differentiating Instruction • Teachers reacting responsively to a learner’s needs • Flexible • Effective and ongoing assessment • Flexible grouping • Respectful • Collaborative

  9. Develop Incentives for Progress • Feedback (specific, high quality, coach for growth) • Support (discussions, encouragement, work with specialists) • Conferences (ASCD, BER, NCTM, etc) • Publications (share journal articles & books) • Guest Speakers (presenters from other schools, region, state) • Presentation Opportunities (in-house, Summer Symposium, state conferences) • Evaluations (if you expect it, then inspect it)

  10. Sample Observation Form

  11. Secure Resources (Internal & External) • Books • Videos • Speakers • Conferences • Time • Peer Observation • Lesson Modeling • Walk Through Protocols Ask Stakeholders: What do you need to further develop knowledge, understanding and skills in differentiation?

  12. Readiness Interest Learning Profile Teachers Can Differentiate Process Product Content According to Students’

  13. The Learning Continuum

  14. Enduring Understandings • Leading district level implementation of differentiation requires vision, persistence, and creativity • Developing expertise in differentiation takes time, resources and long-range planning • Sustained progress with the implementation of differentiation needs cultivating and nurturing

  15. Enduring Understandings • Alignment among district level policies, procedures, leaders, and initiatives is critical for successful implementation of differentiation for lasting change

  16. Guiding Questions • What are we doing that supports the implementation of differentiation? • What are we doing that might restrict the implementation of differentiation?

  17. Principals have become instructional leaders. Differentiation is one of the elements on the teacher evaluation. Mandatory staff development has been implemented. Support from the superintendent. Funding is in place to support the initiative. Learning curve for some staff members is steep. Some pacing guides do not allow for flexibility. There are mixed messages by staff members. Some principals are over zealous. Curriculum, instruction, assessment, staff development, and program outcomes lack alignment. There is not a clear understanding of assessment and evaluation. Initiatives, priorities & resources are fragmented, not coherent. Drivers Restrainers

  18. Reflection • How will you define differentiated instruction for those you support back at your school? • What are the implications of this in your school?

  19. Change produces uncertainty and feelings of incompetence – uncertainty because we’re caused to deal with the unfamiliar, incompetence because we don’t know how to do what we’ve never done before. In the face of fear and feelings of incompetence, people see security – and the greatest security they know is found in the status quo. They therefore look for every reason they can find to justify their preference for the old and their resistance to the new. ~ Phil Schlecty

  20. Contact Information Education Service Agency, Region 2 • Pat Bruinsma • Barb Hansen • Marge Hauser • Pat Hubert • Lori Stoltenburg • Vickie Venhuizen • 367-7680 • esa2@edec.org www.edec.org/esa

  21. Continuum of DifferentiationA Progression of Differentiation Increased comfort with modifying multiple elements of curriculum ----------> Increased flexibility and fluidity of learning environment ------------------------> From differentiation as a strategy, toward differentiation as a way of thinking about teaching-->

  22. Continuum of Differentiation A Progression of Differentiation for Staff Development

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