Differentiation 102 a la CAT

1. Differentiation 102a la CAT

2. "Even if you're on the right track, you'll get run over if you just sit there.” Will Rogers

3. “Differentiation is a teacher acknowledging that kids learn in different ways, and responding by doing something about that through curriculum and instruction.” • Carol Ann Tomlinson

4. 13 Indicators of Quality DI Quality DI: • Requires a “growth” or “fluid” mindset. • Begins with student-teacher connections. • Grows to community as teachers gain knowledge of students & connect them with one another. • Is rooted in quality curriculum. • Is guided by on-going assessment (for planning and feedback-not grades). • Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). • Teaches up! • Established flexible classroom routines. • Proactively and consistently uses flexible grouping of students. • Addresses student readiness, interest, and learning profile. • Addresses student needs through content, process, product, and learning environment. • Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. • Professionalizes teachers (leads toward expertise).

5. The Predictive Power of Mindset

6. People CAN Change their Mindset Is a flexible mindset a precursor for differentiating instruction? Or Is it a goal for professional development related to differentiation? What are the implications of your answer?

7. Differentiation is a teacher’s response to learners’ needs shaped by mindset and guided by general principles of differentiation Respectful Tasks Flexible Grouping Building Community Quality Curriculum Continual Assessment Teachers can differentiate through: Content Process Product Affect/Environment according to students’ Readiness Interest Learning Profile Through a variety of instructional strategies, such as: RAFTS Graphic Organizers Scaffolding Reading Cubing Think-Tac-Toes Learning Contracts Tiering Learning/Interest Centers Independent Studies Intelligence Preference Orbitals 4mat Webquests & Web Inquiry ETC…

8. 13 Indicators of Quality DI Quality DI: • Requires a “growth” or “fluid” mindset. • Begins with student-teacher connections. • Grows to community as teachers gain knowledge of students & connect them with one another. • Is rooted in quality curriculum. • Is guided by on-going assessment (for planning and feedback-not grades). • Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). • Teaches up! • Established flexible classroom routines. • Proactively and consistently uses flexible grouping of students. • Addresses student readiness, interest, and learning profile. • Addresses student needs through content, process, product, and learning environment. • Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. • Professionalizes teachers (leads toward expertise).

9. Connecting with Kids • Talk at the door • Early interest assessments • Small group instruction • Dialogue journals • Student conferences • Open room days • Ask for student input • Invite examples, analogies, experiences • See input on class • Use Socratic or student-led discussions • Share your own stories • Listen • Seek varied perspectives • Share own interests, questions, plans • Start class with kid talk • Go to student events • Watch before & after school, at lunch • Keep student data cards • Take notes during class • Attend extracurricular activities

10. 13 Indicators of Quality DI Quality DI: • Requires a “growth” or “fluid” mindset. • Begins with student-teacher connections. • Grows to community as teachers gain knowledge of students & connect them with one another. • Is rooted in quality curriculum. • Is guided by on-going assessment (for planning and feedback-not grades). • Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). • Teaches up! • Established flexible classroom routines. • Proactively and consistently uses flexible grouping of students. • Addresses student readiness, interest, and learning profile. • Addresses student needs through content, process, product, and learning environment. • Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. • Professionalizes teachers (leads toward expertise).

11. Building Community • Establishes the framework for a responsive classroom • Each student’s need for a “next step” • Responsibility for own growth • “We’ve got your back” mentality • Competition against self (vs. others) • Fair as each student getting what he/she needs to succeed • Working like colleagues • Begins with teacher mindset • Extends to student belief in one another • Supports the belief that we win or lose together • Ensures security/safety necessary for academic growth • Enables students to work as a team • Provides the teacher with “teammates” too

12. 13 Indicators of Quality DI Quality DI: • Requires a “growth” or “fluid” mindset. • Begins with student-teacher connections. • Grows to community as teachers gain knowledge of students & connect them with one another. • Is rooted in quality curriculum. • Is guided by on-going assessment (for planning and feedback-not grades). • Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). • Teaches up! • Established flexible classroom routines. • Proactively and consistently uses flexible grouping of students. • Addresses student readiness, interest, and learning profile. • Addresses student needs through content, process, product, and learning environment. • Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. • Professionalizes teachers (leads toward expertise).

13. To Talk About…

14. Planning a Focused CurriculumMeans Clarity About What Students Should… • Know • Facts • Vocabulary • Definitions • Be Able To Do • Process • Skills • Understand • Principles/ Generalizations • Big Ideas of the Discipline

15. Differentiation in UbD When it is important to differentiate in the UbD framework?

16. 13 Indicators of Quality DI Quality DI: • Requires a “growth” or “fluid” mindset. • Begins with student-teacher connections. • Grows to community as teachers gain knowledge of students & connect them with one another. • Is rooted in quality curriculum. • Is guided by on-going assessment (for planning and feedback-not grades). • Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). • Teaches up! • Established flexible classroom routines. • Proactively and consistently uses flexible grouping of students. • Addresses student readiness, interest, and learning profile. • Addresses student needs through content, process, product, and learning environment. • Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. • Professionalizes teachers (leads toward expertise).

19. 13 Indicators of Quality DI Quality DI: • Requires a “growth” or “fluid” mindset. • Begins with student-teacher connections. • Grows to community as teachers gain knowledge of students & connect them with one another. • Is rooted in quality curriculum. • Is guided by on-going assessment (for planning and feedback-not grades). • Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). • Teaches up! • Established flexible classroom routines. • Proactively and consistently uses flexible grouping of students. • Addresses student readiness, interest, and learning profile. • Addresses student needs through content, process, product, and learning environment. • Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. • Professionalizes teachers (leads toward expertise).

20. RAFT

22. 13 Indicators of Quality DI Quality DI: • Requires a “growth” or “fluid” mindset. • Begins with student-teacher connections. • Grows to community as teachers gain knowledge of students & connect them with one another. • Is rooted in quality curriculum. • Is guided by on-going assessment (for planning and feedback-not grades). • Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). • Teaches up! • Established flexible classroom routines. • Proactively and consistently uses flexible grouping of students. • Addresses student readiness, interest, and learning profile. • Addresses student needs through content, process, product, and learning environment. • Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. • Professionalizes teachers (leads toward expertise).

24. 13 Indicators of Quality DI Quality DI: • Requires a “growth” or “fluid” mindset. • Begins with student-teacher connections. • Grows to community as teachers gain knowledge of students & connect them with one another. • Is rooted in quality curriculum. • Is guided by on-going assessment (for planning and feedback-not grades). • Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). • Teaches up! • Established flexible classroom routines. • Proactively and consistently uses flexible grouping of students. • Addresses student readiness, interest, and learning profile. • Addresses student needs through content, process, product, and learning environment. • Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. • Professionalizes teachers (leads toward expertise).

26. 13 Indicators of Quality DI Quality DI: • Requires a “growth” or “fluid” mindset. • Begins with student-teacher connections. • Grows to community as teachers gain knowledge of students & connect them with one another. • Is rooted in quality curriculum. • Is guided by on-going assessment (for planning and feedback-not grades). • Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). • Teaches up! • Established flexible classroom routines. • Proactively and consistently uses flexible grouping of students. • Addresses student readiness, interest, and learning profile. • Addresses student needs through content, process, product, and learning environment. • Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. • Professionalizes teachers (leads toward expertise).

27. Flexible Grouping Pairs Whole Group Student Choice Interest Individual Cooperative Groups Learning Profile Teacher Choice Ability Small Group Instruction

28. 13 Indicators of Quality DI Quality DI: • Requires a “growth” or “fluid” mindset. • Begins with student-teacher connections. • Grows to community as teachers gain knowledge of students & connect them with one another. • Is rooted in quality curriculum. • Is guided by on-going assessment (for planning and feedback-not grades). • Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). • Teaches up! • Established flexible classroom routines. • Proactively and consistently uses flexible grouping of students. • Addresses student readiness, interest, and learning profile. • Addresses student needs through content, process, product, and learning environment. • Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. • Professionalizes teachers (leads toward expertise).

29. Let Me Count The Ways…

33. What’s the Point?

34. 13 Indicators of Quality DI Quality DI: • Requires a “growth” or “fluid” mindset. • Begins with student-teacher connections. • Grows to community as teachers gain knowledge of students & connect them with one another. • Is rooted in quality curriculum. • Is guided by on-going assessment (for planning and feedback-not grades). • Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). • Teaches up! • Established flexible classroom routines. • Proactively and consistently uses flexible grouping of students. • Addresses student readiness, interest, and learning profile. • Addresses student needs through content, process, product, and learning environment. • Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. • Professionalizes teachers (leads toward expertise).