Don’t Wait! Intervention and
Enrichment in the CORE
Jen McCarty Plucker, Ed.D.
Teaching and Learning Specialist, ISD 196
E...
Today’s Targets
We can consider our current
definitions for differentiation
We can explore our current
instructional cultu...
What is your
definition/
understanding of
Differentiation?
Differentiation
What is it?

What isn’t it?
Culture
How do you Maintain Effective Relationships
with your Students?
Considering our Culture
“Traditional” Equation of Education
Consider the variable

Targeted Instruction + Time= Learning
Considering our Culture
The “New” Equation of Education
Change the variable

Targeted Instruction + Time= Learning
Targete...
Structure and
Culture

Select and unwrap
essential student
learning outcomes
and develop a unit
assessment plan.

Introduc...
Instructional Time
“Consider the amount of instructional time you
have with students. Instead of planning what
you will do during that time, ...
Structure--An Example
Class Period

Opening
Explicit Instruction
Work Time
Debrief
Maximizing “work time”
•
•
•
•
•
•
•
•
•

Confer
Feedforward
Discussion groups
Check and Connect
Targeted Instruction/Inte...
Debrief
•
•
•
•
•

Class anchor
Turn and Talk to articulate; Write to Synthesize
Learning Target reflections
Lingering que...
Something to consider. . .

Inquiry as a vehicle for differentiated
instruction. . .
Foster opportunities for students to ...
Who is doing the heavy lifting in your
classroom?

Jen McCarty, Ed.D.
Inquiry: 3 Rules to Spark Learning

Jen McCarty, Ed.D.
Revisiting our Learning Targets
We can consider our current definitions for
differentiation
We can explore our current ins...
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
Don’t wait! Differentiation in the Core
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Don’t wait! Differentiation in the Core

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  • Takes time to shift this paradigm.
  • Don’t wait! Differentiation in the Core

    1. 1. Don’t Wait! Intervention and Enrichment in the CORE Jen McCarty Plucker, Ed.D. Teaching and Learning Specialist, ISD 196 Education Consultant http://jmplucker.blogspot.com jennifer.plucker@gmail.com
    2. 2. Today’s Targets We can consider our current definitions for differentiation We can explore our current instructional culture and structure We can contemplate minor adjustments for major impact for student learning.
    3. 3. What is your definition/ understanding of Differentiation?
    4. 4. Differentiation What is it? What isn’t it?
    5. 5. Culture How do you Maintain Effective Relationships with your Students?
    6. 6. Considering our Culture “Traditional” Equation of Education Consider the variable Targeted Instruction + Time= Learning
    7. 7. Considering our Culture The “New” Equation of Education Change the variable Targeted Instruction + Time= Learning Targeted Instruction + Time = Learning If a child can’t learn the way we teach, maybe we should teach the way they learn. ~Ignacio Estrada
    8. 8. Structure and Culture Select and unwrap essential student learning outcomes and develop a unit assessment plan. Introduce learning targets to students. Begin Core Instruction. Analyze summative assessment results, identify students in need of supplemental interventions. GIVE END OF UNIT ASSESSMENT How will we respond when they have learned it? How will we respond when they haven’t? What do we expect kids to learn? Repeat for additional learning targets as needed GIVE FORMATIVE ASSESSMENTS Analyze formative assessment results, provide mid unit interventions, continue and/or How do we know they are complete core learning it? Buffum, instruction. Mattos, and Weber, 2011
    9. 9. Instructional Time
    10. 10. “Consider the amount of instructional time you have with students. Instead of planning what you will do during that time, plan what you want students to do. Set a goal to shift some of the minutes you normally use talking to the students to work time so they can practice what you’ve taught.” ~Chris Tovani, So What Do They Really Know?
    11. 11. Structure--An Example Class Period Opening Explicit Instruction Work Time Debrief
    12. 12. Maximizing “work time” • • • • • • • • • Confer Feedforward Discussion groups Check and Connect Targeted Instruction/Intervention/Enrichment Learning Target Review Groups
    13. 13. Debrief • • • • • Class anchor Turn and Talk to articulate; Write to Synthesize Learning Target reflections Lingering question sticky note Whip around: “How has your thinking changed since the beginning of class?” • Opportunities to make work public
    14. 14. Something to consider. . . Inquiry as a vehicle for differentiated instruction. . . Foster opportunities for students to SHOW THEIR THINKING!
    15. 15. Who is doing the heavy lifting in your classroom? Jen McCarty, Ed.D.
    16. 16. Inquiry: 3 Rules to Spark Learning Jen McCarty, Ed.D.
    17. 17. Revisiting our Learning Targets We can consider our current definitions for differentiation We can explore our current instructional culture and structure We can contemplate minor adjustments for major impact for student learning.

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