N EW T EACHER O RIENTATION (K-5) … meeting the needs of all learners!

21 st Century Learners ZVCjfWf8&feature=related

District Goals Goal: To promote active and relevant student learning. Goal: To promote the improvement of instruction through relevant assessment Goal: Differentiate instruction to address the needs of all students

Start Here End Here

T HE D EFINITION “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

K EY P RINCIPLES People learn what is personally meaningful to them. Learning is developmental. Individuals learn differently. People construct new knowledge by building on their current knowledge. Much learning occurs through social interaction. People need feedback to learn.

M ORE KEY PRINCIPLES Successful learning involves use of strategies- which themselves are learned. A positive emotional climate strengthens learning. Learning is influenced by the total environment. The goal of learning is the fluent and flexible transfer of what is learned. The capacity to learn depends on learning how to learn and the willingness to learn anew.

W HAT IT IS NOT …. Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.

B EGIN WITH A P LAN What is the curriculum to be taught? What do the students need to know or be able to do? What are the essential concepts, principles, and skills? How much time is allocated for the delivery? What resources are available? How is the curriculum inter-related?

A P LANNING G UIDE Identify what students should K now, U nderstand and be able to D o Define summative assessments Develop a unit plan to ensure student proficiency with essential knowledge, understanding and skill Pre-assess, based on K,U,D for readiness, interest and learning profile Differentiate the unit plans to address readiness, interest and learning profile-continue to adjust plans based on on-going assessment data Administer summative assessments

P REPARING TO D IFFERENTIATE Low-Prep Differentiation Choices of books Homework options Use of reading buddies Varied journal prompts Work alone/together Student-teaching Varied modes of expression Mini-workshops Jigsaw Computer mentors High-Prep Differentiation Tiered activities Tiered products Independent studies Multiple texts Alternative assessments Learning contracts Multiple-intelligence options Compacting Problem based learning Literature circles

D IFFERENTIATION OF I NSTRUCTION Differentiation of instruction is a teacher’s response to a learner’s needs Teachers can differentiate Content Process Product (can be the assessment) According to a student’s Readiness Interests Learning Profile

S OCIAL S TUDIES E XAMPLE Students indicate different interests in the Westward Expansion unit. Ms. Teacher forms reading clubs based on interest. She provides access to a variety of books at a range of reading levels for each interest area. Students choose to read alone or with a reading buddy. Then the interest groups meet to share passages and discuss questions that the teacher provides and that they generate. Differentiation of content based on readiness (readability of books), interest (student choice of topics), and learning profile (whether student reads alone or with a buddy). Also focuses on mixed-readiness grouping with supports for successful discussions.

S OCIAL S TUDIES E XAMPLES Students in the class vary widely in reading and writing readiness. All students are developing picture books that depict a family during the time of Westward Expansion. Ms. Teacher gives everyone the option of working alone or with a partner. She has developed project rubrics that reflect goals for all students and goals for individual students. Differentiation of product based on learning profile (working arrangements), and readiness (rubrics with group and individual goals). Several students have been interested in how WE affected Native American families Ms. Teacher encourages these students to focus the picture books on experiences of Native American families. She helps the students find resources to get accurate information for their books. Differentiation of product based on student interest and readiness.

S CIENCE E XAMPLES Andrea is a good contextual problem solver. Landry is a visual learner. Betsey is a convergent learner who excels in “getting it right.” For today’s science activity, Ms. Teacher asks these students to develop a suitable environment for an animal with specific traits. The task calls for research, drawing, and problem solving. Differentiation of process based on learning profile, with a mixed learning profile group requiring the strengths of all members. Will, Tia and Max often need extra support to understand and use key concepts and skills. Two other students were absent for almost a week. Ms. Teacher places these students in the same group for the activity. She ensures that the traits are straightforward and illustrate key principles and concepts. She checks in with the group several times. Differentiation of process based on similar readiness.

Q UESTIONS PARENTS HAVE : Why does my child have a different assignment? Why is my child taking a different test? Why was my child given more time on the assessment? How is my child doing compared to the rest of the class? Why is my child reading a different book?

H OW WOULD YOU ANSWER ? Because I have matched the assignment to your child’s readiness, interest or learning profile. Because the assessment is matched to your child’s individual goals. Because the time allotted was flexible based on learning profile and readiness. Progress is individually determined. Comparisons aren’t appropriate. Because the book choice allowed for differences in readiness and interest.

T WO C LASSROOM F ACTORS The nature and needs of the learner Student characteristics The essential meaning of the curriculum Classroom elements “If, as teachers, we increase our understanding of who we teach and what we teach, we are much more likely to be able to be flexible in how we teach.”

E SSENTIAL P RINCIPLES 1. Good curriculum comes first 2. All tasks should be respectful of each learner 3. When in doubt, teach up! 4. Use flexible grouping 5. Diversify assessments 6. Grade for growth

How to Do it All  Teach reading and mathematics all day!  The importance of language arts and math literacy cannot be over stated  Plan content area lessons around language arts and math What skills are being taught in LA and math that can be reinforced in science and/or social studies?

How to Do it All  Enlist the assistance of instructional support and enrichment teachers  Instructional support and/or enrichment teachers can assist with guided reading, especially content area guided reading  Instructional support and/or enrichment teachers can suggest alternative strategies or activities

How to Do it All  Integrate the curriculum and teach for rigor and relevance  Refrain from adding to the curriculum or utilizing resources that are not included in the curriculum or approved by the Board of Education  Ask the curriculum supervisors or me for help!