Change happens at the building level and it will not happen without the principal. Carol Ann Tomlinson

1. Change happens at the building level and it will not happen without the principal. Carol Ann Tomlinson

2. If you think everyone is going to differentiate instruction in a year or two, it would be better to not ask them to do anything. Carol Ann Tomlinson

3. Four Common Barriers to DI

4. Four Common Barriers to DI • Lack of curriculum clarity

5. Four Common Barriers to DI • Lack of curriculum clarity • Lack of understanding of where students are and who they are

6. Four Common Barriers to DI • Lack of curriculum clarity • Lack of understanding of where students are and who they are • Lack of use of effective instructional approaches

7. Four Common Barriers to DI • Lack of curriculum clarity • Lack of understanding of where students are and who they are • Lack of use of effective instructional approaches • Inability to manage flexible settings

8. Differentiated Instruction Training of Trainers MCIU #23 Day 3

9. Outcomes Day 3 • Welcome, Feedback and Application • Discussion of Chapter 5 Key Points • Know, Do and Understand--KDU • Ongoing Assessment • Tiered Lessons • Wrap

10. 4 Pillars of DI Differentiated Instruction Curriculum Assessment Instruction Management

11. Applying DI in the Classroom • Individually—p. 57 • Share in triads • Share at tables listening for something noteworthy for whole group I

12. Applying DI in the Classroom • Something noteworthy to share with the group

13. Chapter 5 Analysis • Select 2 key points from Chapter 5 • Site the points and how they are connected • Listen for instruction for how to share with the group C

14. KDU Planning • Complete pages 199 and 200 • Consider a unit that is coming up or one that you would like to tweak • Feel free to work on your own or with a partner A

15. What is essential content?What the learner should know, understand and be able to do at the end of a unit of instruction (uses levels of learning). Answers the question “Why should we learn this?”Makes connections between isolated facts and skills so they have meaning. C

16. Know, Do, Understand KNOW - Facts that are discrete pieces of information we believe to be true. • Freezing occurs at 32 degrees. • Humans should get 8 hours of sleep. DO - Skill or doing something with the knowledge gained • Writing a paragraph • Finding a main idea C

17. Understand UNDERSTAND – includes big ideas, essential questions, and concepts Concepts: • Conflict • Systems • Patterns • Change C

18. Understand UNDERSTAND – includes big ideas, essential questions, and concepts. Essential Questions: • How are form and function related in Biology? • How do effective writers hook and hold their readers? • What are the limits of mathematical representation/modeling? C

19. KDU – 1st grade Math Know: • Shapes have names • Vocabulary: circle, triangle, square, rectangle Do: • Compare and contrast different shapes • Separate a mixture of shapes of different sizes into like categories Understand: Shapes • Objects have various characteristics which can be used to group them. C

20. KDU – 2nd grade LA"Ronald Morgan Goes To Bat" Know: • Who is Ronald Morgan • What kind of baseball player he is Do: • What do his friends think of him? Find the passage that shows this. • What does his coach think of him? How do you know? Find the passage that shows you the answer. • Determine what Ronald's problem is. • Describe how he solves his problem. Understand: Problems • Identifying problems in stories and how characters solved the problems helps students understand problems and stories. C

21. Grade 6Social Studies Students will: Know: Names and roles of groups in the feudal class system. Do: Research See events through varied perspectives Share research & perspectives with peers Understand: Roles in the feudal system were interdependent. A person’s role in the feudal system will shape his/her perspective on events.

22. KDU – HS Circulation Know: • 3 types of blood vessels—arteries, veins and capillaries. • Human heart has 4 distinct chambers. • Blood flows away from the heart in arteries and back to the heart in veins. Do: • Trace the blood flow through the heart and lungs • Analyze the effect of different chemicals on blood vessel Understand: Interdependence, health • Describe in detail how the circulatory system and other systems are interdependent. • Understand that heart health is an interaction of genetics and environment. C

23. KDU Planning • Complete pages 199 and 200 • Consider a unit that is coming up or one that you would like to tweak • Feel free to work on your own or with a partner A

24. A Reminder… Clarity about what students should Know Understand Be Able to Do as a result of a unit, lesson, week, etc. Is the foundation of Durable Learning for All Students Meaningful Preassessment Useful Ongoing Assessment Fair and Valid Summative Assessment Defensible Adaptations for Advanced & Struggling Learners (It’s THAT important!!)

25. Ongoing Assessment “Most important thing we do.” Rick Stiggins Journal of Staff Development, Spring 1999

26. Lesson Planning and Assessment • Objective/purpose: The what and the why. • Anticipatory set: What will the students do? • Input/modeling: What do I want the students to know or do? How will I actively engage them? • CHECK FOR UNDERSTANDING: What will the students do? When will they do it? How will collect the data?

27. Lesson Planning and Assessment • Guided practice: How will the students practice the new learning? How will I monitor the practice? • Independent practice: Remind students it is perfect practice that makes perfect. • Closure: What will students do to summarize the learning?

28. Diagnostic Assessment Planning • Review diagnostic assessment examples pages 156 to 169 • Consider the unit that you did the KDU and develop 2 possible “ongoing assessments” • Feel free to work on your own or with a partner A

29. Evidence of Understanding A

30. Creating a Powerful Product 1. Identify the essentials of the unit/study K-U-D 2. Identify format(s) “Packaging options” 3. Determine expectations for quality Content-Process-Product

31. Creating a Powerful Product, cont’d 4. Decide on scaffolding you may need to build Promote success • Develop a clear product assignment • Differentiate the assignments based on: Readiness-Interest-Learning profile • Coach For success!

32. Possible Products Map Diagram Sculpture Discussion Demonstration Poem Profile Chart Play Dance Campaign Cassette Quiz Show Banner Brochure Debate Flow Chart Puppet Show Tour Lecture Editorial Painting Costume Placement Blueprint Catalogue Dialogue Newspaper Scrapbook Lecture Questionnaire Flag Scrapbook Graph Debate Museum Learning Center Advertisement Book List Calendar Coloring Book Game Research Project TV Show Song Dictionary Film Collection Trial Machine Book Mural Award Recipe Test Puzzle Model Timeline Toy Article Diary Poster Magazine Computer Program Photographs Terrarium Petition Drive Teaching Lesson Prototype Speech Club Cartoon Biography Review Invention

34. PRODUCT CHOICES CHART

35. Research indicates students learn best when assessment… • Gives them effective feedback • Informs and directs instruction • Actively involves them in their own learning • Is used by students to assess themselves and understand how to improve

36. Assessment Promoting Deep Understanding • Directions: Based on your interest or learning style choose a processing activity that will best promote your learning • Choices • Double entry journal • Concept map • Graphic organizer I/A

37. Preassessment key points: • Explain to the students that you are doing preassessment and why • The better you understand the KDU the more focused the preassessment can be • Give the preassessment 2 weeks before the unit

38. NAEP Study 87 % Classrooms

39. NAEP Study 87 % Classrooms 50 % Disengaged

40. Tiered Analysis • Process your understanding of Tiered lessons by: • Planning a tiered lesson (p 80 or 106, see examples on 107-109) • Challenge--planning tiered Cube/Think Dots (p 101) • Plan a tiered menu (p 102)

41. READING as a gatekeeper for knowledge in secondary classrooms • Important for teachers to know how the students are reading • Need to know who’s having difficulty and who needs advanced materials

42. READING as a gatekeeper for knowledge in secondary classrooms • If can’t read textbook how can we find a work around? • What can I do to foster growth as a reader? • tape • text resources • netTrekker • buddies • www.lexile.com

43. What’s With Your Text Book? I

44. McDougal Little—Tiered alternatives presented in teacher’s guide Prentice Hall—developing webquests for math and science texts Holt—Live Link= chunks reading for lower levels; science labs leveled A, B, C Tech Paths—Curriculum mapping and lesson sharing software What’s With Your Text Book? I

45. Tiered Analysis • Complete the Tiering Analysis Organizer by • Reviewing 360 to 365 in Binder or • Reviewing 136 to 140 in Text • Then share your analysis

46. Tiered Analysis • Process your understanding of Tiered lessons by: • Planning a tiered lesson (p 80 or 106, see examples on 107-109) • Challenge--planning tiered Cube/Think Dots (p 101) • Plan a tiered menu (p 102)

47. DI—Then and Now I used to think DI was… Now I know DI is… I

48. Outcomes Day 3 • Welcome, Feedback and Application • Discussion of Chapter 5 Key Points • Know, Do and Understand--KDU • Ongoing Assessment • Tiered Lessons • Wrap

49. Pillar Fortifying Tasks for Day 4 • Apply one or more strategy noting your intent, results and student reaction (3-5) • Formative assessment • Assessment variety • Tiered lesson • Other… • Read chapter 6 highlighting 6 key points • Extra Credit: Read chapter(s) 2, 3 or 4 highlighting 6 key points

50. Think big, start small but start now.