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This professional development focuses on three Danielson criteria: Domain 1: Planning and preparation: 1e Designing Coherent Instruction, Domain 3: Instruction, 3d Using Assessment in Instruction, 3c Engaging student in learning All Learners Learning Every Day

Supporting teachers in sustaining differentiated instruction to challenge and support all students in mastering Common Core Learning Standards. Agenda 1.A struggling learner succeeds– 2.Small group management through Role and rounds 3.Building the Instructional Base – CARR – heart planner 4.Clarify frameworks such as Universal Design for Learning or differentiated instruction 5.Multiple Entry Points – where UDL and Teaching for Understanding Meet 6.Four essential routines for sustainable differentiated instruction 7.Structured choice and informative assessment 8.Ask questions and plan next steps

4 A Success Story of a Struggling Learner Identify and write about a success when you noticed someone or a group of people who were struggling accomplish a learning goal. Write a short description of a success of a learner(s) who struggled. This could have happened in a classroom activity, an advisory, or an extra-curricular activity. Maybe it had to do with engaging one student or group of students that has been challenging for you to engage in the past. Describe the specifics of the success. What was the student(s) struggling with? What did you do (to prepare, to structure an activity/class/unit, to respond in the moment?) What were student(s) doing that let you know they were learning? Consider the question, “What made this experience different from others like it that I have had?” Analyze the success Think about the reasons why this successful learning occurred: Why was it so successful? What elements, actions, or conditions contributed to the success? What did student(s) learning look like? How were thinking and understanding revealed? What were the student outcomes or performances of learning?

5 A Success Story of a Struggling Learner Note three things 1. Student Need 2. (+) What Helped? 3. (  ) Your Take-Away Learning

Rounds

Talk Think Open Exchange Talk Think Repeat once for each person in your group Open Exchange

8 Student NeedWhat Helped? A Success Story of a Struggling Learner

Instructional Base

Voice perceptions Invite yourself to learn Examine successes Write reflections

Instructional Base Clarity, Access, Rigor, Relevance

Instructional Base Clarity, Access, Rigor, Relevance How are students pursuing common standards as well as individual learning goals?

Terms to Clarify

Differences between individualized learning (usually related to IEP goals), universal design for learning (UDL, a set of principles for curriculum development based on brain-networks (recognition, strategic, and affect), differentiated instruction (a response to groups of students), and personalized learning (often implemented through technology, opportunities that enables learners to control their own learning).

Differentiated Instruction is the thoughtful response to diversity in the learning community that is precise, effective, and efficient.

Diversity may be valued and promoted making a stronger learning community Builds on Strengths multiple perspectives variety of interests ways of learning specific skills such as drawing, building, speaking, moving, writing, speaking multiple languages leader and supporter preferences logical and creative thinking spatial and sequential organization skills

Minimize or Eliminate Challenges low reading levels missing background knowledge unknown vocabulary needed sequential thinking skills weak basic math skills misconceptions missing procedural knowledge unfamiliar interpersonal skills. Diversity may need to be minimized or eliminated because it prevents students from achieving learning goals.

Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

Universal Design for Learning – Research in Neuroscience Differentiated Instruction – Classroom Experience, embraces all research on learner diversity Multiple means of Action and Expression Process – How students learn Product – How students demonstrate learning Multiple means of Engagement Learner Profile Multiple means of Representation Content – What is taught

Take-Away Learning  individualized learning  universal design for learning (UDL)  differentiated instruction  personalized learning  accommodations/modifications What does do these principles mean to you and for your practice?

Instructional Base Curriculum: Clear, Accessible, Rigorous, Relevant

Why rigor? "Certain motivational states interfere with learning. Two adverse conditions are especially dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too much from students; boredom occurs when teachers expect too little. When curricular expectations are out of sync with students' abilities, not only does motivation decrease, but also achievement." --Talented Teenagers by Csikszentmihalyi, Rathunde, Whalen

Rigor 1.Effort required of students? 2.Complexity of the materials offered to students?

Multiple Intelligences Entry Point Questions Curriculum complexity Students using strengths

Engage through Multiple Intelligence Entry Points 1 What is the story of ___________? (Narrative) 2 How can I measure or quantify the parts of this or the consequences of this? (Logical/Quantitative) 3 What does this remind me of? What other ________ is this like? (Foundational) 4 Create something that shows what you know about this topic by drawing, speaking, moving, building, or writing. (Experiential) 5 Who could I talk with to learn more about this topic? (Collaborative) 6 How is this put together? What are the parts and why are they arranged in this way? (Aesthetic)

Narrative What are some things that this man could potentially be thinking about? What in the picture makes you think that? What are some questions that you would want to ask him?

Aesthetic What emotions are conveyed in this picture? How do the colors, lines, angles, and shadows in this picture contribute to the emotions being expressed?

Foundation Why do you think the artist chose to have the man playing a guitar? What is the role of music in this painting?

Quantitative Observe how many different shades of grey are used in this picture? What time of day do you think this picture represents? What in the picture makes you say that?

Experiential Sit in the same style as the man in this picture, paying attention to how his head, arms, and legs are. How does this position make your body feel? What are your emotions? Do you see anything new in the painting?

(A) Does this picture express an emotion? How do the colors, shapes, and lines help to make that happen? (N) Does this work of art speak to you? If so, is it asking you a question or giving you an answer? (F) Which part of this work do you think the artist considered to be most important? Why? (Q) Look at what is happening in this work of art. Are things moving quickly or slowly? How can you tell? (E) Can you clap a rhythm that sounds like what you see?

Take a moment to jot down your thinking. Directions: Think about the questions below; choose one question that would be of most interest to you in considering this work of art. Then answer the question. (A) Does this picture express an emotion? How do the colors, shapes, and lines help to make that happen? (N) Does this work of art speak to you? If so, is it asking you a question or giving you an answer? (F) Which part of this work do you think the artist considered to be most important? Why? (Q) Look at what is happening in this work of art. Are things moving quickly or slowly? How can you tell? (E) Can you clap a rhythm that sounds like what you see?

Informative Assessment Shows where individual learners are in relation to specific learning goals Helps learners know themselves Instructs while assessing Names connections for learners among curriculum, previous experiences, and interests Enables teachers to immediately see patterns among the students to create learning groups for effective and efficient learning

Multiple Intelligences Entry Point Questions Curriculum complexity Students using strengths

Four Essential Routines Support Student Driven Learning

Background Self-regulation Self-regulation origins are in social cognitive theory (Bandura, 1986; Zimmerman and Schunk, 1998). Academic Learning Cycle Phases

Self-Regulation

Informative Assessment Shows where individual learners are in relation to specific learning goals Helps learners know themselves Instructs while assessing Names connections for learners among curriculum, previous experiences and interests Enables teachers to immediately see patterns among the students to create learning groups for effective and efficient learning

Boxing Draw a Picture, Diagram, or Graphic Organizer demonstrating your experience with assessment. In words, summarize the above. What else do I know? Questions I have about this... This has to do with...

Precise feedback leads to learning How is a score of 80% and this performance summary different? How will the data from this summary be used plan instruction?

1x1=1 1x2=2 1x3=3 1x11=11 2x2=4 7x7=49 8x5=40 Complete the table below independently. On the back of this sheet, write down three patterns you noticed from this multiplication table.

Collaboration Participants commit to a goal and process (Why) Assign time constraints (When) Roles are defined (Who) Task requires the combination of parts (How) Survey progress (goal/process) (What/Where)

Informative Assessment

Squaring Off A.Starting Out –This is new to me. B.Explored – I am familiar with this. C.Traveled – I can tell you about at least one part accurately. D.Tour guide - I know a lot about this topic. Informative Assessment & Collaboration

Structured Choice

Provides supports and extensions Assesses specific standards Tasks reflect time, resources, and importance Has rules Self-monitoring in structure

How to respond to diversity Remediation – continue to work on objectives from previous units that have not been mastered while moving forward into the next unit. Seek to develop missing skills, knowledge, and understanding that are necessary to progress in learning. Supports – provide structures that enable students to learn new content without being hampered by learning challenges. The learning challenges will be addressed in another lesson. Often learning challenges are addresses when the content of the lesson is a review for the student. When the content or material of the lesson is new to the student, providing supports for learning challenges enables the student to focus on acquiring the new information, skills, and understanding. Extensions – provide stretch for students who have mastered the objectives being taught in a lesson. Multiple Pathways – provide multiple means of representation of the ideas, processes for learning, and performances to demonstrate learning.

Multiple Pathways

Specialized Instruction

Set individual learning goal Hear student concerns Identify evidence-based strategy Focus on valid implementation Track progress and test results

Reflect on your learning about sustainable differentiated instruction using the ALL-ED framework. Write one change in your thinking using the prompts below. I used to think... Now I think... So next I will...