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School Assistance Meeting (SAMs) December 2010. TEACH. TEST. and ?. School Assistance Meeting (SAMs) December 2010. TEACH. TEST. and ?. “Think about every problem, every challenge we face. The solution to each starts with education.” - George Bush, 1991.
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School Assistance Meeting (SAMs)December 2010 TEACH TEST and ?
School Assistance Meeting (SAMs)December 2010 TEACH TEST and ?
“Think about every problem, every challenge we face. The solution to each starts with education.” - George Bush, 1991
Schools had little influence on a child’s achievement that was independent of the background and social context of that student. Equality in Educational Opportunity, 1966
“Schools that are highly effective produce results that almost entirely over come the effects of student backgrounds.” - Robert Marzano (2003)
What Highly Effective Schools Do… Highly effective schools succeed where other schools fail because they ruthlessly organize themselves around one thing: helping students learn a great deal … focusing on student learning and then creating structures that support that learning. Karin Chenoweth, 2009
3 • Break the Surface of Differentiated Instruction • Dig Deeper into the Intentional Practice of Differentiated Instruction • Uncover Keys to Creating a Foundation For Success
What is differentiation? Differentiation is a philosophy that enables teachers to plan strategically in order to reach the needs of the diverse learners in classrooms today
1 Break the Surface of Differentiated Instruction
“In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.” CTomlinson
2 Dig Deeper into the Intentional Practice of Differentiated Instruction
Prior to Instruction (differentiation based on readiness, interest, and learning style) After Initial Instruction (non mastery support)
Teachers Can Differentiate Content Process Product According to Students’ Interest Learning Profile Readiness Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
Teachers Can Differentiate Content - What Process - How Product – Evaluation RED Three Crucial Points Direct Instruction in Each Step Group paper of one page YELLOW All Aspects of the Topic Modeling, Independent Work Five Page Paper GREEN In-depth study Minimal Instruction, Probing Questions for Independent study PPT presentation with computer generated graphics and tables Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
Assessments tend to be summative, at the end of a unit, week, or year Assessments are daily informal formative assessments that drive instruction Students are guided to make Interest and learning profile Based choices Rarely informs instruction Much of the instruction is whole class Many instructional groupings And arrangements are used Students are usually given the same assignment to complete Multi Option Assignments Single curriculum, guide, or text is used Still used, but supplemented By other materials
I have given a pretest or a diagnostic assessment. • I have tutored a student • I have analyzed similarities and differences in students’ test scores • I have given students different books to read • I have taught students in a small group • I have given students choices for projects
Begin with the Standards First Grade – Determining the monetary value of individual coins and sets of like coins up to $1.00
Kindergarten – Identify penny, nickel, dime, quarter Second Grade - Determine the monetary value of sets of coins and bills up to $2.00. • Exchanging coins of equivalent values • Applying monetary symbols, including dollar, cent, and decimal point. • Recognizing the decimal numbers .10, .25, .50, and .75 as related to money
Video • Identified Penny, Nickel, Dime, Quarter • Stated the value of each • Added like coins together • Sang song about coins • Reviewed • Counted coins together • Made 20 cents 2 different ways • Word problem – purchased item
Adjustable Assignment – Money Basics High Degree Of Mastery Approaching Mastery Beginning So…What happens next? Recognizes and counts coins and dollars. Able to exchange coins of equivalent values Identify Coins, Can count coin patterns, Can put in order. Knows values of each up to $1.00 Counts by 1s, 5s, and 10s. Knows coins are money – Can identify penny, nickel, dime, quarter Learn more about money as a consumer Apply monetary symbols Learn more money combinations Work on value, order and patterns
School Assistance Meeting (SAMs)December 2010 – Part 2 TEACH TEST and ?
3 Uncover the Keys to Building a Foundation for Success
For Differentiation to Work in High School… Policies and Procedures Must Be in Place
No Significant Learning occurs without a significant relationship
Support, Insistence, and High Expectations Support: Effective Instruction Insistence: Motivation and Persistence to Get Students to Learn High Expectations: “I know you can do it and you will do it!” -Ruby Payne-
A teacher must: • Be willing to develop the necessary skills • Be willing to persist in maturing those skills
Learn Their Students • Become a kid watcher • See their students as individuals rather than as a group • Identify their personality and learning style
Begin by: • Differentiating in small ways – various graphic organizers, giving students choices, giving kids options to work alone or in small groups • Utilizing the models we presented today
Remembering to: Move forward but do not push themselves beyond reason!
The Principals Role A. Principals should be keepers of the vision--people who use the pulpit of leadership to help teachers reflect on the need to meet students where they are. They should provide the leadership to say, "In this school, we want to nurture teachers who look at individuals rather than groups. We don't do anything in this building that doesn't move us in that direction. “
Principal is key Culture of good-enough- to-get-by attitude to a learning-brings- endless -possibilities attitude We can succeed only by concert. Can we all do better? Abraham Lincoln
