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Differentiated Instruction Cadre November 14, 2011

Differentiated Instruction Cadre November 14, 2011. Facilitated by: Ann Craig, Linda Mannhardt and Nicole Peterson. Immersing oneself in reflection and learning, leads to personal growth, positive effects on others and can be enhanced by high levels of collaboration. Doing this through:

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Differentiated Instruction Cadre November 14, 2011

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  1. Differentiated Instruction Cadre November 14, 2011 Facilitated by: Ann Craig, Linda Mannhardt and Nicole Peterson

  2. Immersing oneself in reflection and learning, leads to personal growth, positive effects on others and can be enhanced by high levels of collaboration. • Doing this through: • Productive Group Work • Collaboration • Analyzing Data Today’s Purpose

  3. Tasks designed and supervised that enable students to consolidate their thinking and understanding- and that require students to generate individual products that can provide formative assessment information. Frey, Fisher and Everlove. Productive Group Work. 2009 What is Productive Group Work?

  4. Doug Fisher on PGW

  5. This morning’s Essential Question: Why this, now? Your Turn at PGW

  6. Complexity of Task: The task is a novel application of a grade-level appropriate concept and is designed so that the outcome is not guaranteed (a chance for failure exists). Indicators of PGW

  7. Joint Attention to Materials: Students are interacting with one another to build each other’s knowledge. Outward indicators include body language and movement associated with meaningful conversations and shared visual gaze on materials. Indicators of PGW

  8. Argumentation not Arguing: Students use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable. Indicators of PGW

  9. Language Support: Written, verbal, teacher and peer supports are available to boost academic language usage. Indicators of PGW

  10. Teacher Role: What is the teacher doing while productive group work is occurring. Indicators of PGW

  11. Grouping: Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of needs (heterogeneous groupings). Indicators of PGW

  12. Immersing oneself in reflection and learning, leads to personal growth, positive effects on others and can be enhanced by high levels of collaboration. Reflect. Back to Understanding

  13. Your Working Afternoon Analyzing your Preassessment Planning Instruction and Respectful Tasks Considering Productive Group Work

  14. Look at your results • List the “big rocks” that were assessed. • Define what accounts for proficiency levels. • Write the names of students who are at various levels of proficiency. • Note areas of variance/areas of little to no variance. • If assessed: Look for variance in Interest and Learning Profile Analyzing Preassessment Results

  15. Analyze your Preassessment • Plan Instruction and Respectful Tasks • Considering Productive Group Work Your Working Afternoon

  16. Schedule a date with DI coach between now and January 26- observation to include at least one of the following: • a lesson where there is differentiation for variance • Productive Group Work • Choose (communicate through email): • area from observation form on which you would like feedback from your coach. • Two students you would like your coach to focus on during observation Next Steps

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