Objectives

1. Differentiated InstructionBeginning Teacher SymposiumWCUAugust 14, 2013Kristin Menickellikmenickelli@jcpsmail.org

2. This is the value of the teacher, who looks at a face and says there's something behind that and I want to reach that person, I want to influence that person, I want to encourage that person, I want to enrich, I want to call out that person who is behind that face, behind that color, behind that language, behind that tradition, behind that culture. I believe you can do it. I know what was done for me. —Maya Angelou

3. Objectives Participants will: • Gain a deeper understanding of why (as a philosophy) and how to differentiate (what to do) instruction. • Brainstorm ideas and plan using differentiation strategies. • Share suggestions for effectively implementing differentiation in the classroom.

4. Qualities of Effective Teachers The following are some of the key qualities of effective teachers: • Have formal teacher preparation training. • Hold certification of some kind (standard, alternative, or provisional) and are certified within their fields. • Have taught for at least three years. • Are caring, fair, and respectful. • Hold high expectations for themselves and their students. • Dedicate extra time to instructional preparation and reflection. • Maximize instructionaltime via effective classroom management and organization. • Enhance instruction by varyinginstructionalstrategies, activities, andassignments. • Present content to students in a meaningful way that fosters understanding. • Monitor students' learning by utilizing pre- and post assessments, providing timely and informativefeedback, and reteachingmaterial to students who did not achieve mastery. • Demonstrate effectivenesswith the full range of studentabilities in their classrooms, regardless of the academic diversity of the students. Linking Teacher Evaluation and Student Learning by Pamela D. Tucker and James H. Stronge

5. What Is Differentiation? • A teacher’s response to learner needs • Responsive instruction • An approach to teaching that advocated active planning for student differences in classrooms. • The philosophy proposes that what we bring to school as learners matters in how we learn

6. One Size Doesn’t Fit All • “Students differ from one to another in size, shape, and social development. Students also learn differently. Teachers can no longer teach “The Lesson” and hope that everyone gets it.” • “Much has been researched and written about classroom climate and the need for a safe, nurturing environment with high challenge and low threat where all learners can thrive.” • Everyone needs feedback. Teachers and students need to exchange constant feedback to monitor progress and to adjust learning. It has been said that assessment drives the curriculum. Teachers need pre-assessment tools to plan for learning as well as ongoing assessment tools to use during and after the learning process. • After pre-assessment, teachers need to examine the data and adjust the learning based on students’ knowledge, skills, past experiences, preferences and needs. (adjusting, compacting, grouping)

7. Discussion Question What are the many factors you will take into account as you plan to differentiate instruction in your classroom? Turn and share at your table.

9. Discussion continued… Schools are like airport hubs; student passengers arrive from many different backgrounds for widely divergent destinations. Their particular take offs into adulthood will demand different flight plans (Levine, 2002, p. 336) What are the many factors you will take into account as you plan to differentiate instruction in your classroom?

10. Teachers Can Differentiate Content Process Product Environment According to Students’ Interest Learning Profile Readiness Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

11. A Side-by-side comparison

12. Academic Learning Time (ALT) • Academic Learning Time refers to that portion of engaged time that students spend working on tasks at an appropriate level of difficulty for them and experiencing high levels of success (excludes time spent engaging in tasks which are too easy or too difficult). Evidence of success includes answering questions correctly in class and completing assignments with a high degree of accuracy. Academic learning time excludes the time that students make many mistakes or appear to be confused. Review of the Literature on “Time and Learning” The Core Academic Learning Time Group, March 2002

13. The Cogs of Differentiated Instruction • The Student Seeks: • Affirmation • Contribution • Power • Purpose • Challenge • The Teacher Responds: • Invitation • Opportunity • Investment • Persistence • Reflection • Curriculum and Instruction as the Vehicle: • Important • Focused • Engaging • Demanding • Scaffolded

14. Because teachers want to know… UDL! How can I meet the needs of all my students? UNIVERSAL DESIGN FOR LEARNING A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners

15. Universal design for Learning UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. UDL at a Glance

17. K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/ “less of” the attribute, and describe the difference. What Why How Multiple Means of Engagement Multiple Means of Action/Expression Multiple Means of Representation Modeling with students Class search-what is longer than___? Group poster project-what is shorter or longer than___? Best Bug Parade by Stuart J. Murhy Comparing teddy bears Comparing rubber snakes or bugs Label cards with snakes or bugs Caterpillar line-up MD Task 1a with Unifix cube trains

18. 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. How What Why Multiple Means of Engagement Multiple Means of Action/Expression Multiple Means of Representation Spaghetti and Meatballs for All by Marilyn Burns Modeling with color tiles “A New Pool for Noah” or “Mrs. Burk Perimeter Rap” on Teacher Tube Design and produce own videos “Flower Bed Challenge” or other real-world purpose Chalkboard Splash Role play/act out area and perimeter Room Blueprint Design

19. DifferentiationStrategies • All strategies are aligned with instructional goals and objectives. • Specific strategy selection based on • Focus of instruction • Focus of differentiation

20. Assessment in the Differentiated Classroom • Ongoing • Instruction-dependent • Student-dependent • Informative for continuedinstruction

21. Tips for Implementing Differentiated Instruction: Your Classroom • Get to know your students • Start slowly • One subject/one technique • Organize your classroom space.

22. Group Assignments Bookshelf Teacher Station 1 Teacher Station 2 Schedule Inboxes

23. Where Do I Go From Here?Resources Collaboration PBS Teacherline http://www.pbs.org/teachers Project Based Learning http://www.bie.org/ Assessment: Curriculum-based measurement www.studentprogress.org Curriculum and Instruction UDL http://www.cast.org/udl/ A-Z Integrate to Differentiate http://farr-integratingit.net/Trainings/Differentiate/strategies.htm Gradual Release of Responsibility Model http://reading.ecb.org/teacher/downloads.html 21st Century  Understanding Digital Children http://edorigami.wikispaces.com/Understanding+Digital+Children+-+Ian+Jukes http://www.youtube.com/watch?v=ecFizWZgIiA Infographics http://blog.web20classroom.org/2012/04/tools-and-resources-for-creating.html MI For Example Interpersonal http://www.glogster.com/ Graphics http://www.educatorstechnology.com/search/label/blooms%20taxonomy

24. Next Steps! What differentiation strategies will you implement in your classrooms? Turn and talk to your table.