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. 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. What is your
definition/
understanding of
Differentiation?

4. Differentiation
What is it?
What isn’t it?

5. Culture
How do you Maintain Effective Relationships
with your Students?

6. Considering our Culture
“Traditional” Equation of Education
Consider the variable
Targeted Instruction + Time= Learning

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

29. 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

30. Instructional Time

31. “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?

32. Structure--An Example
Class Period
Opening
Explicit Instruction
Work Time
Debrief

33. Maximizing “work time”
•
•
•
•
•
•
•
•
•
Confer
Feedforward
Discussion groups
Check and Connect
Targeted Instruction/Intervention/Enrichment
Learning Target Review Groups

34. 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

35. Something to consider. . .
Inquiry as a vehicle for differentiated
instruction. . .
Foster opportunities for students to SHOW
THEIR THINKING!

37. Who is doing the heavy lifting in your
classroom?
Jen McCarty, Ed.D.

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

39. 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.