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Understanding the Value of Differentiated Instruction: Administrative Perspective

Join us for an insightful discussion on Differentiated Instruction (DI) led by Kristen Herbert, Associate Head of School at the Rashi School. Explore DI strategies, implementation plans, and professional development needs. Connect with educators and continue the conversation online.

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Understanding the Value of Differentiated Instruction: Administrative Perspective

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  1. Understanding the Value of Differentiated Instruction: Administrative Perspective Guest: Kristen Herbert Rashi School-Boston October 15, 2007

  2. Remember to mute your phone by pressing *1. Press *1 again, when you would like to speak. Do not use your phone HOLD or mute button. If you do, your music will be broadcast to all of us on the call. Etiquette Etiqutte

  3. Welcome Goals of call Introductions What is Differentiated Instruction (DI)? Current activities at your school The Rashi implementation story Your school’s implementation plans Follow-up online discussion Future calls Agenda

  4. Introduce Differentiated Instruction (DI) Identify the strengths you can build upon in your school Learn implementation strategies Identify Professional Development needs Plan for continuing the discussion on vBulletin and during our November call Goals of the Call

  5.   Kristen is the Associate Head of School at the Rashi School in Newton, MA and has held that position for three years.  She works primarily on curriculum and professional development.  Kristen was also a math and science teacher for 17 years and is the author of a math curriculum, as well as numerous articles on math education. Meet Kristen Herbert

  6. What stage are you at? Building awareness Implementation Refining implementation *1 to mute Rate Yourself on DI

  7. Differentiated Instruction is a teacher’s response to individual and small groups of learner’s needs Definition of DI

  8. Clarity about what matters in the content area. Belief that not all students learn the same way, at the same pace. Student uniqueness and creativity encouraged Willingness to work hard to know each child. Key Teaching Foundations

  9. Match of methods to the needs of learners based on knowledge of them. All students participate in respectful work. Assessment and instruction are inseparable. Flexible grouping of students is valued. Teaching Foundations

  10. Varying CAP by RIP

  11. Varying CAP

  12. Varying by RIP

  13. What is already being differentiated by readiness in your school? What is already being differentiated by interest in your school? What is already being differentiated by learning in your school? Your School’s Starting Points

  14. The Rashi Implementation Story

  15. Review the literature Frontier administrators and teachers take courses Building Awareness: Year 1

  16. Frontier folks implement DI for a year Whole faculty takes a course Book groups start --Carry out “Rounds” Discuss with supervisors Starting Implementation: Year 2

  17. Follow up to create lessons and units Follow up to work with colleagues Follow up to support implementation Highlight examples at meetings -- Share stories in the school newsletter Integrate with standards for supervision and evaluation Refining Implementation: Year 3

  18. Comments? Reactions? Clarifying questions? Discuss with Kristen

  19. Your Ideas for Implementation

  20. Start a conversation--?????? Post a question--???? Raise a concern--????? Share information--???? Continuing the Conversationhttp://community.peje.org

  21. To log in to the PEJE Communities of Practice Discussion Boards on vBulletin Forum: Go to http://community.peje.org Enter your User Name. Your User Name is your first name, followed by a space, then your last name (Example: John Smith). Enter your default Password and click Log in. (Your default password has been sent to you in a separate email.) vBulletin

  22. kherbert@rashi.org Contact Kristen

  23. All of the calls will be on a Monday at 4:00 EST. November 12, 2007- Bringing Change to your School-Differentiated Instruction, a Case in Point.  December 3, 2007-Servicing the Autistic Child in the Jewish Day School Setting January 14, 2008-Arlene Remz and colleagues from Gateways in Boston-Topic TBA February 11, 2008- Second Language Development-Teaching Hebrew to the Diverse Learner March 10, 2008- TBA May 5, 2008-TBA June –date and topic TBA Future Conference Calls

  24. We thank Hidden Sparks for their generous support of our CoP Stay tuned for information about the PEJE Assembly April 6-8, 2008 Looking forward to seeing everyone on Nov. 12, 2007 for our next conference call- Bringing Change to your School-Differentiated Instruction, a Case in Point

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