New Teacher Academy October 21, 2010 4-6pm, CO – rm 330 “Differentiation of Instruction”

1. New Teacher Academy October 21, 2010 4-6pm, CO – rm 330 “Differentiation of Instruction” Presenter – Craig Creller, M.S., Sixth-year/092 Math Instructional Specialist - NPS

2. Why are we here today?Essential Questions… • To understand how Differentiated Instruction (DI) fits into a comprehensive system of teaching, learning and assessment. • To fully implement DI as part of the SRBI Tier I interventions. • To leave with some DI Strategies that you can use TOMORROW! • Understand your “next steps” …

3. KWL • Tell me what you know about Differentiated Instruction • Ask what you want to learn about Differentiated Instruction • At the end, we’ll revisit and discuss what you have learned

4. Activity Please read the article & complete the Self-Assessment - (p. 14-17 in Misc. section of “Tool Kit”)

5. FIRST THINGS FIRST: IMPROVE INSTRUCTION I. REPLACE “IMPROVEMENT PLANNING”WITH A FOCUS ON IMPROVING TEACHING THROUGH LEARNING COMMUNITIES II. “GUARANTEED & VIABLE CURRICULUM” III. DEMYSTIFY “LEADERSHIP” IV. START WITH HIGH - LEVERAGE OPPORTUNITIES. e.g. Data Teams, CFAs, ETS Strategies, DI, SRBI, Literacy Instruction, etc…

6. Curriculum …??? • Fully align your curriculum to the State Standards/G.L.E.s • Create realistic Pacing Guides (see samples in “Tool Kit”) • Analyze test scores (CMT, CAPT, etc…) for Strengths & Challenges (see sample in tool kit) -Identify curriculum deficiencies and bands of students at/near proficiency

7. Activity Document Walkabout… Let’s go through our “Tool Kit” and discuss Curriculum, Pacing Guides, and CMT scores.

8. High-Leverage Opportunities • Jumpstart your Data Teams • Get CFA training & start using CFAs • ETS training for all • Vocabulary Development – (explicit instruction in “key” words) • DI training (today’s focus) • SRBI interventions for struggling learners • (see next slides for SRBI overview)

9. SRBI (overview) • For a detailed guide - See Response to Intervention, A Planning and Implementation Guide for School Practitioners. Ellen E. Cohn, CREC, 2008 - For more information contact Peg McDonald @ (8 60)-524-4037 Or • Connecticut Framework for RTI, August 2008, CSDE, Bureau of School and District Improvement

10. SRBI Framework A Three Tiered System of Instruction/ Intervention Adopted by the State of Connecticut http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/SRBI_full.pdf Reflected in revised Learning Disabilities Guidelineshttp://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/LDGuide.pdf

11. The Intervention Triangle Additive Model: Provides a Continuum of Support Services for General Education Students Individual Support School-wide support

12. Our interventions are tiered… Not our kids

14. READING MATH PHONEMIC AWARENESS Number Sense PHONICS & DECODING Whole Number Operations FLUENCY Rational Numbers COMP & VOCAB Fact Fluency Problem Solving Sample Protocols for Intervention

15. READING MATH Social Emotional Behavioral PHONEMIC AWARENESS Number Sense Whole Number Operations PHONICS & DECODING Rational Numbers FLUENCY COMP Fact Fluency Problem Solving VOCAB School-Related Behaviors “work habits” Emotional Management Inter-personal & Intra-personal Behaviors Typical Intervention Areas for Elementary School

16. “Creating Access for ALL learners” Slides prepared by: - Julie Giaccone, M.S., CCC-SLP CREC/TABS Education Specialist - Craig Creller, M.S., Sixth-year, 092 Math Instructional Specialist - NPS Marslette Luckenbach Inclusion facilitator, CREC Differentiating Instruction

17. Differentiated Instruction is a philosophy based on these beliefs: • Students differ in their learning profiles. • Classrooms in which students are active learners, decision makers, and problem solvers are more natural and effective than those in which students are served a “one-size-fits-all” curriculum. • “Covering information” takes a backseat to making meaning out of important ideas.

18. Differentiated Instruction IS … An approach that benefits ALL learners including those who are racially, culturally, and linguistically diverse, and those with a range of skills, gifts, strengths, needs, abilities and disabilities Curriculum, instruction, and assessment that is carefully designed to incorporate the needs of ALL learners up-front A reform that intersects with and ideologically fits with dozens of other current reforms and approaches Creating diversity in instruction and continuously “mixing up” lesson formats, materials, instructional arrangements, teaching strategies and personal support for all learners Something that most teachers are doing already to some extent, often without realizing it

19. Differentiated Instruction IS NOT An approach designed primarily to meet the needs of students with disabilities Adaptations that are “tacked on” to pre-developed lessons Another disconnected model / approach for teachers to implement and fit into the school day Changing pieces of the lesson for one or two students A new and unfamiliar approach to teaching and learning

20. How Do You Meet the Needs of All Learners in Your Classroom? “…Teachers must be ready to engage students in instruction through different learning modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity.” Tomlinson, 1999

21. Research: Multiple intelligences Learning styles Brain-based research Vygotsky- ZPD Reality “One room schoolhouse” Multiple academic levels Another Fad? Why Differentiate?

22. What Is Differentiated Instruction?

23. Teachers can differentiate • Content- • options for taking in information • Process- • options for making sense of information • Product- • options for expressing what they know

24. ... And (what else can we differentiate???) ENVIRONMENT

25. According to … • Readiness • Interests • Learning Profile

26. Readiness • A student’s entry point relevant to a particular understanding or skill Tomlinson, 1999

27. Strategies that Support Differentiation by Readiness • Varied text by reading level • Varied websites, challenging to less challenging • Graphic organizers- more-less filled in • Partner/small group support • Audio-visual materials (School House Rock) • Establish time-lines, monitoring progress • Interest questionnaire

28. Readiness Assessment Tools • Teacher observation - Carry around a clipboard • Pretest or informal assessment (see next slide) • KWL Chart • What do I Know, Want to know, have I Learned • Concept Map- fill one in or create one from a list of vocabulary • Quick Whip • Parent Letter • Journals

29. Things to Remember about Assessment • Take the assessment yourself first. • Make a small, significant start and stick with it. • Take notes on your students each day. • Assess students BEFORE you begin to teach a skill or topic. • Look at all work students do as indicator of student need, not just marks in a grade book.

30. Activity “READINESS” Group Discussion – How do we assess readiness now?

31. Interest • Powerful motivators for classroom teacher Student interest Student choice

32. Linking Student Interest to Curriculum • Sidebar studies • Interest centers or groups • Specialty teams • Real-life applications • Jigsaw

33. Interest Inventory Tools • Conversation with the student • Student Interest Inventory • KWL Chart • What do I Know, Want to know, have I Learned • Sentence Frames • Parent Letter • Journal • Multiple Intelligences Inventory

34. Activity “INTERESTS” (see packet – Student Interest Survey (red Scholastic))

35. Recognizing A Learner’s Profile • “How we learn best” • Help students find a good learning “fit” in the classroom

36. Vary teacher presentation Auditory Visual Kinesthetic Whole to part Part to whole Vary student mode of expression Musical rhythmic Visual spatial Logical mathematical Bodily kinesthetic Interpersonal Intrapersonal Naturalistic Verbal linguistic Strategies Supporting Differentiation for Learning-Profiles

37. Learning Style Tools • How Do You Like to Learn? Inventory • Teacher Observation using Marilee Sprenger’s: • The POP Test • Perceptual Patterns Chart • Characteristics of Sensory Pathways • Sentence Frames • Journals • Parent Letter

38. Activity “Learning Profile” – (See packet for Learning Styles Inventory)

39. Break Time Something to think about: What is my readiness and interest toward differentiated instruction? How will my own learning profile play into differentiated instruction in my classroom?

40. Differentiated Instruction

41. Choices of books Homework options Use of reading buddies / paired reading Varied journal prompts Work alone/ in pairs/groups Flexible seating Varied supplemental materials Think-Pair-Share by readiness, interest, learning profile Open-ended activities Explorations by interest Games to practice mastery of information and skill Multiple levels of questions (Bloom’s Taxonomy – see Tool Kit) Low Prep Differentiation Tools

42. Activity Low Prep DI Strategies – (See DI Strategies section of Handout)

43. Sample index card

44. Sentence Frames I teach like a ________________ because __________________. The best thing that happened to me (when) was______________. The worst thing that happened to me (when) was______________. I learn like a ______________ because ________________. for more structure, provide a category - animal, toy,etc. How might you use sentence frames with your students? _____________________________________________________ Create a sentence frame for your class here: _____________________________________________________ _____________________________________________________

45. Sentence Frames (Math) I like (math, fractions, multiplying, counting, etc…)________________ because __________________. I don’t like () because ( ). The best thing that happened to me in math (when) was______________. The worst thing that happened to me in math (when) was______________. I learn like a ______________ because ________________. for more structure, provide a category - animal, toy,etc. What is the most important thing you learned about (counting, adding fractions, using a recipe, polygons, etc…): _____________________________________________________ _____________________________________________________

46. Sentence Frames (Math) I like _______________________________________. I don’t like __________________________________. I am good at _________________________________. I learned (in this class or the last) ___________________.

47. Tic - Tac - Toe

48. Creating a Learning Community • Security- safe place to be who you are • Affirmation- each is supported by the teacher and their peers • Validation- each has a valuable and valued role in the class • Affiliation- each belongs and fits in with the group • Affinity- each has sense of kinship and common ground with the group

49. How do I create a classroom learning community that makesstudents feel safe, supported, and valuable? Take a minute to reflect on the ways you do this and list them here.

50. How can I start to differentiate instruction in my classroom? By getting to know each student better