Implementing Differentiated Instruction Presentation

Implementing Differentiated Instruction Abby Guinn Jennifer Carolan May 7, 2007

Agenda
Differentiation – “big picture”
Non-negotiables – video clip
Self- Assessment – school growth toward differentiation
Initiating systemic change
Staff development for differentiation

Students Data Planning for Curriculum and Instruction Instruction Differentiation Data-Driven Instruction + Which instructional strategies work best for these students? How do I manage a classroom with a wide range of readiness levels, learning styles and interests? What have the students learned? How do I manage student data? What patterns do the data show? How do I align curriculum with assessments?

Students have a common learning goal, but everything else about the learning process (time, materials, methods, grouping, assessments) is flexible.
Differentiation is based on effective and ongoing assessment of learner needs. Assessment is defined broadly as anything that provides feedback and understanding about each student’s learning needs and interests.
Flexible grouping in a differentiated classroom is used consistently and purposefully.
The school’s goal is to make sure each student feels challenged most of the time.
Key Principles

Non-Negotiables
High Quality Curriculum Clarity of Essential Understandings
Aligned with state standards Ongoing Assessment Formal and informal Pre-assessment, interim, formative, summative Matching Instruction to Student Flexible grouping Varying modes of presentation Community Building Model respect for differences Build connections among students
Shared responsibility for learning

Differentiation mis Understandings
NOT
oppositional to traditional instructional practices
student free-for-all, lack of structure, chaotic
competing with state standards
IEP’s

School Assessment
Discussion
Prioritize each section
Share out “a-has” and challenges
1 2 3 4

Initiating Systemic Change
Mission Focus
Accurate Definition
Effective Leadership
Ongoing Professional Growth

Staff Development Teachers' access to high-quality professional development has a direct affect on their ability to implement reforms in a way that improves student achievement. – David Cohen

Q and A
Resources
j [email_address]
[email_address]
Website: New Schools Community
Toolkit: Copy sent to you upon request
Thank You!

Assessment, Assessment, Assessment for learning expectations Informal Checks for Understanding Observation/Dialogue Content –focused testing Academic Prompts Projects/Performance Tasks
“ Dipstick” assessments
Thumbs up/Thumbs Down
Mini-white boards
Techie products
Q and A
Exit Cards
Discussion
Think/Pair/share
Science Lab demonstration
Debate
Art exhibit
Constitutional Convention Re-enactment
Portfolio
Interview
Traditional test/quiz
Interim/benchmark assessments
Standardized state tests
Letter to the editor
Prediction explanations
Essay

I would say if people haven’t been exposed to [differentiation] before, they might think it’s all or nothing which is really sad because then that might preclude them ever trying. It’s just like, oh, I can’t do this and you’re asking me to do way too much. Mrs. D

When I first started doing this, I’m so visual. I mean, almost completely visual and I tended to teach that way. . .so that its pictures and diagrams and all of this kind of stuff. Very little kinesthetic movement – and that’s when you get the fidgety kids and they’re gone. You’ve lost them! - Mrs. D

Some teachers are good at thinking of questions ahead of time. . .I’m not so good at that, but I think I will come up with them on the fly.
Because you just sense where the child is at and where you want them to be and what’s the next step for getting this little brain there.
- Mrs. Y

It’s different every year. You know, you can think you’ve got it nailed down, but you had best be prepared to change at a moment’s notice. - Mrs. D

Lesson Template Consistent for all students Ideal areas for differentiation May be differentiated

Thank you!
Abby Guinn
[email_address]
Jennifer Carolan
[email_address]

Tic-Tac Toe Board Activity Easy linguistic Activity linguistic Activity Challenging kinesthetic Activity logical Core Concept Required Activity spatial Activity Challenging logical Activity Musical Activity Easy intrapersonal

Tiered Lesson on Patterns Grade K
Goal: Scientists classify by patterns
Students use carpenter aprons to collect “data” (leaves) through a nature walk
Task 1: Classify leaves
By size
By color
Task 2 : Classify leaves
By shape
Create a category
Task 3: Find 3 ways each
leaf could be classified -
other than color
Pre-made grid w/ categories Sample grid – students create own grid Students decide how to show categories and content Tiered Scaffolding

What zone am I in?
Too Easy
I get it right away
I already know how
This is a cinch
I’m sure to make an A
I’m coasting
I feel relaxed
I am bored
No big effort necessary
Just Right/On Target
I know some things
I have to work
I have to think
I have to persist
I hit some walls
I’m on my toes
I feel challenged
Effort leads to success!
Too Hard
I don’t know where to start
I can’t figure it out
I am spinning my wheels
I’m missing key skills
I feel frustrated and angry
This makes no sense
Effort doesn’t pay off

Learner Cards Hugo Serrano Math 76% 2 older brothers ELA 83% single parent ERB 5.0 bee sting allergy B-day April 12 L/P Soccer Kinesthetic Spelling Intrapersonal video games

Differentiation Students Differentiated Instruction DATA DATA DATA planning for curriculum and instruction assessment

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Implementing Differentiated Instruction Presentation

by Jennifer Carolan on Aug 02, 2008

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