Differentiating to Make a Difference

1. Differentiating to Make a Difference Judy K. Sargent, Ph.D. CESA 7 School Improvement Services 1 CESA 7

2. AGENDA 2 CESA 7

3. Our Imperative CESA 7 3

4. Legal Acts to Guarantee Equity CESA 7 4

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6. 6 CESA 7

7. Know Your Students 7 CESA 7

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9. KNOW YOUR STUDENTS—Achievement Status READING: Readability Level--Fluency Comprehension Skills (variety of texts) Literal Comprehension Inferencing Evaluating and Extending Word Meaning 9 CESA 7

10. KNOW YOUR STUDENTS—Background Challenges 10 CESA 7

11. Students withDisability Know each special education student Nature of the disability IEP Goals Special education services to be provided Special education teacher(s) 11 CESA 7

12. Strategies for Inclusion Quality differentiated inclusion in core and noncore subjects with supportive supplemental intervention Positive Behavior Supports Quality Co-Teaching Teach to general education curriculum Supports in the general ed classroom – people, equipment, aids Frequent Collaboration – General Ed and Special Ed Teachers Success breeds success – build learner confidence CESA 7 12

13. Students with Poverty School-wide Issue Classroom-wide Issue 13 CESA 7

14. Classroom Strategiesfor Students of Poverty Build Cognitive Structures – build intentional thinking structures (like graphic organizers; modeling) Create Relationships—build opportunity for students to build positive relationships with other students and with adults Build Background Knowledge—preload vocabulary and concepts through engaging “into” the lesson starters Teach Academic Vocabulary – through preloading, graphic organizers and concept maps 14 CESA 7

15. English Language Learners Understand Levels of Acquiring Academic English CESA 7 15

16. Can Do Descriptors forELL Differentiation CESA 7 16

17. Student Profile 17 CESA 7

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19. Knowing Your Students How much do you know about your students? 19 CESA 7

20. Plan Ahead 20 CESA 7

21. Clear Learning Targets Learning Target – standards aligned Guaranteed viable curriculum adopted by the school board– grade level expectations for all 21 CESA 7

22. Learning Environment Differentiated Tools Technology for kinesthetic, mathematical and visual learners and ELLs Music and sound for music/rhythmic learners and ELLs Manipulative objects for kinesthetic learners and ELLs Text for verbal-linguistic learners 22 CESA 7

23. Into-Thru-Beyond Strategies INTO the lesson Reach MOST learners by planning “into” the lesson strategies—differentiate approaches Build background knowledge for new content Stimulators – using videos, technology, manipulatives and engaging relevant questions  Preload vocabulary through different methods – CONTENT VOCABULARY and ACADEMIC VOCABULARY Cues, questions and advanced organizers 23 CESA 7

24. Into-Thru-Beyond, continued Differentiate “Thru” Strategies Instruction with Learner Profiles in Mind Direct Instruction – use a variety of modes of presentation based on learner profiles – visual/graphic, media, text Guided Practice – provide small group or one-on-one guidance; match text levels to readability levels Independent work—check for independence; provide positive support Group work—group students with styles that support students in need CESA 7 24

25. “Thru” Strategies with High Success Rates Successful for Students with… Disability, Poverty or ELLs Differentiate … Graphic organizers (nonlinguistic representations) Cooperative learning Summarizing and note taking methods that include graphic methods Technology presentation tools – interactive boards, computers and handhelds CESA 7 25

26. Into-Thru-Beyond, continued Differentiated Beyond Strategies Reflections – use a variety of modes – verbal, demonstration, written, pictures\ Journals – in a variety of forms – use technology, pictures, written forms Connections—to real life (caution for poverty learners) Extensions – predictions and connections CESA 7 26

27. INTO-THRU-BEYONDPlanner CESA 7 27

28. Plan Ahead CESA 7 28

29. Teach with Passion 29 CESA 7

30. Maximum Engagement High On-Task Time What makes learning activities engaging? What keeps students on task? How can you differentiate engaging methods? Tools and structures that meet their learning styles Brain-based strategies Grouping strategies Think alouds & guided discourse Positive feedback andencouragement 30 CESA 7

31. Transparency-Clue Students In Universal Strategy – Differentiate for Student Understanding Make learning targets clear to students Post the “purpose” of the lesson on the board for each lesson Explain the goal of the lesson to students Ask students to set their own learning goalbased on your learning target—and then self-assess their progress Build student ownership of thelearning process 31 CESA 7

32. Positive Climate Support and encouragement for EACH learner Positive feedback Turn “LEARNED HELPLESSNESS” into “LEARNER OPTIMISM” – see the handout on “Building Learner Confidence” Give incompletes with descriptive feedback instead of failing grades Promise each student SUCCESS and then deliver it 32 CESA 7

33. Discuss How does “Teaching with Passion” support differentiation for all learners? What happens to struggling learners without passionate teaching? CESA 7 33

34. Assess to Learn 34 CESA 7

35. Check for Understanding Differentiate Student Assignments Based on learner style and background challenge (ELL, poverty or disability) Constructions, written, illustrated, verbal, media, etc. Think alouds – listen for and view for misconceptions Probe frequently Provide feedback toturn around performance 35 CESA 7

36. Descriptive Feedback Differentiate HOW you give feedback In ways students will understand Give details for students about their work Learn to be diagnostic – to provide specific feedback Be specific about reworking, rethinking, resubmitting work while you reteach differently 36 CESA 7

37. Making Differentiation Work-Focus Groups 37 CESA 7

38. Protocol Count off by 4’s Assign Roles One Recorder One Lead Reporter Work on filling in posters Challenges Strategies, Ideas and Resources Questions we still have Report Out ? CESA 7 38