1. The document discusses differentiated instruction and how to support students in achieving high levels of listening, speaking, reading, writing and critical thinking skills. 2. Differentiated instruction is defined as varying content, process and product based on student readiness, interests and learning profiles. It is not giving some students easier work. 3. The document outlines steps for backwards planning including determining standards and outcomes, identifying challenges, and analyzing student work to revise instruction.

1. DIFFERENTIATED INSTRUCTION

4. Backwards Planning Step 1: Determine Lesson & CA State Content Standards Identify CONTENT: What do the students need to know? Step 2: Understand the Materials Preview text and instructional resources Step 3: Determine the Outcome Write a teacher’s working thesis Design a focus question Develop rubric or other form of scoring guide Step 5: Instruction, Learning, Practice Reading and writing strategies Oral language and critical thinking skills development Content Acquisition Step 6: Administer the Assessment Have students complete the assessment Use the rubric Provide feedback Step 7: Analyze the Data Analyze student work to plan instruction Do protocol with colleagues Revise or re-teach as needed Revise unit for future use Model Instruction Guided practice Independent Practice UC Berkeley History-Social Science Project, ucbhssp@berkeley.edu Step 4: Identify Challenges of Understanding of Content Determine sentence and passage level strategies for unlocking text and content Determine writing strategies for answering focus question

16. Tiered Activities

21. I hear and I forget. I see and I remember. I do and I understand. Chinese Proverb