January 8, 2013 Please complete the Self-Assessment when you arrive (Before the session begins) Also on (yellow paper)

 Overview of Sessions Curriculum and Instruction  Session 1: Instructional Shifts  Session 2: Student Goal Setting  Session 3: Tiered Lesson Design Assessment  Session 4: SBAC Assessments  Session 5: Evidence Based Assessment Design  Session 6: Planning for Professional Development

  Welcome and Re-cap of Session One  Sharing of Enhanced Lessons (Student Work?)  The Importance of Student Learning Targets  90 min Video – Karen Bailey  Resources  Moodle  Live Binders  Work time to Enrich our Lessons using the TTLP and Student Learning Targets  Homework  Teach the lesson you have been working on before Jan 8.  What was the impact on student learning  TTLP (setting up a task; exploring the task; discussing the task)  Unit Goals and Learning Targets Agenda Session Two

  Welcome and Re-cap of Session Two  Sharing of Lessons (TTLP and Student Learning Targets)  Differentiating Instruction  Rich Mathematical Tasks  Tiered Lesson Design  Resources  Live Binders  Work time to develop a differentiated lesson based upon a rich task or tiered lesson design using the TTLP and Student Learning Targets  Homework  Teach the lesson you have been working on before Feb. 13.  What was the impact on student learning  Unit Goals and Learning Targets  TTLP (setting up a task; exploring the task; discussing the task)  Differentiating Instruction Agenda Session Three

 Determine the over-arching goal for the lesson you will teach before Jan 8 Unpack the standards (what) within the lesson Develop clear learning targets for students The lesson should: Have clear learning targets for students Use the TTLP as a protocol for planning instruction Focus on the mathematical practices as how you (and students) will know the learning targets have been achieved. What will be the evidence that students have achieved the target? Since Last Time….

  Break into grade level groups: (4 corners)  K-2  3-5  6-8  9-12  How have you implemented the TTLP and learning targets in your instruction?  What have been the successes and challenges for:  Teacher  Students  How will you continue to refine the implementation of the TTLP and learning targets in your instruction? TTLP and Learning Targets Debrief

--Howard Gardner The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same way. 7/5/201610

  How many of you Differentiate Instruction in your classroom?  What does this look like?  What are the benefits/challenges? Do you Differentiate?

  Differentiation can be defined as a way of teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students and/or small groups of students to maximize the learning opportunity for each student in the classroom. (C. Tomlinson) 7/5/ What is Differentiation?

  Differentiation means starting where kids are!  And not where they “should be” for their ages. 7/5/ What is Differentiation? “To learn a particular concept, some children need days; some, ten minutes, but the typical lockstep school schedule ignores this fundamental fact.” (Marilyn Hughes)

  Differentiating Instruction  Rich Mathematical Tasks  Tiered Lesson Design Differentiated Instruction and Tiered Lesson Design

Read the article Using Rich Problems for Differentiated Instruction

15 minutes

  On chart paper at your tables:  List 3-5 key points that you took from the article  State the connection to the TTLP and Student Learning Targets from sessions 1 and 2  Post on the metal rails when finished Key Points

  Count by 8’s  Be prepared to report out on the assigned section in 15 min  Group 1 = Abstract through top of pg 4  Group 2 = Pg 4 (What does…) through pg 6  Group 3 = Pg 6 (What Makes…) up to pg 10 (Problem 2)  Group 4 = Pg 10 (Problem 2) up to pg 13 (Problem 3)  Group 5 = Pg 13 (Problem 3) up to pg 15 (Problem 4)  Group 6 = Pg 15 (Problem 4) through pg 17 (How Are…)  Group 7 = pg 17 (How Are…) through page 19 (Conclusion)  Group 8 = Page 19 (Conclusion:…) through page 21 Jigsaw

  Resources –  – Search CASM or GISD  MAISA Units -  Inside Mathematics - content-standards content-standards  NCSM Great Tasks  Illustrative Mathematics  MAP Tasks (6-12) Rich Tasks

7/5/ What is Tiered Instruction ? Teachers use tiered activities so that all students focus on essential understandings and skills but at different levels of complexity. By keeping the focus of the activity the same, but providing routes of access at varying degrees of difficulty, the teacher maximizes the likelihood that: 1) each student comes away with pivotal skills & understandings 2) each student is appropriately challenged.

 What is Tiered Instruction ?  Teaching at various levels of difficulty  Diverse ways of learning for students of mixed abilities  Promotes higher level thinking skills  Tiered lesson planning is one of the best approaches to differentiation

 Four Reasons to Tier  Students vary in their academic readiness  Teachers need effective strategies to teach standards- based content  Students benefit from personalized learning.  Tiered instruction promotes educational equity

 What can be tiered? According to process, content and/or product :  Instruction  Assignments  Homework  Learning stations  Assessments  Writing prompts  Anchor (extension) activities  Materials and software

 What We Know About Tiered Instruction  It facilitates the inclusion and integration of students with diverse abilities  It allows students to acquire key concepts through multiple means  It accommodates a variety of teaching and learning styles  It avoids assignments that are anxiety-producing (too hard) and boring (too easy)

 Pre-Assessment  Always begin with a pre-assessment  Use the results as an indicator of student readiness for content and skill development  Use the results to guide instructional decisions

 Key Concepts - Readiness  1. Those students who do not know the concept  2. Those with some understanding of the concept  3 Those who understand the concept Must teach for all three levels of understanding

 Bloom’s Model  1. Begin where most students are: Comprehension and analysis activities (Tier 2)  2. Tier down for students struggling with basic skills (Tier 1)  3. Tier up for students capable of higher level thinking: i.e. synthesis and evaluation (Tier 3)

 Models for Tiered Instruction Based on Readiness  Leveled Model  Tier I- Multiple approaches to the basic facts, skills, vocabulary and techniques  Tier II- student activities apply to knowledge and skills from Tier I  Tier III - Critical analysis and real world applications of knowledge and skills

 Math Class  Student A: Struggles with basic concepts, math reasoning and understanding principles of the lesson  Student B: Average on level learner who will benefit from mid-level instruction  Student C: Advanced beyond same concepts, lacks challenge in the classroom

 Process Activity ContentResources/ Research Products Identify (Least Complex) Equivalent fractions (Standard) Text and math manipulatives (Least Resources) Arranged Manipulatives and fraction equations (Least Product) Identify (More Complex) Equivalent fractions (Standard) Text (More Resources) Fraction Equations (More Product) Identify and arrange from least to greatest (Most Complex) Equivalent fractions including mixed numbers (Standard with Challenge) Text (Most Resources) Mixed number equations (Most Product) Tiered Assignment in Math Readiness 7/5/201637

 Readiness Example  Geometry: (Math)  Give the Pythagorean formula  Apply the formula to simple triangles  Explain in words what the Pythagorean formula means  Devise a real life application of the formula in the classroom or outside  Identify applications of the formula that are used in the world of work

 The To-With-By Model  Tier I- Teach a skill or concept to students through direct instruction or modeling  Tier II-Provide an opportunity to practice the skill or concept with your support  Tier III- Extend learning through individual application where students work by themselves or in teams

 What can we adjust when tiering?  Level of complexity  Amount of structure  Number of steps  Pacing  Materials  Concrete to abstract  Options based on student interest  Options based on learning styles

IDENTIFY OUTCOMES (Learning Targets: “I can” statements) WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO? THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASS GROUP 1 TASK GROUP 2 TASK GROUP 3 TASK 7/5/201641

  Begin with the standard(s) you plan to teach  Break into “I can “ statements (student friendly language)  Scaffold what students will need to learn sequentially to demonstrate proficiency on the standard  Following a pre assessment as well as learning style inventory, determine the levels (Beginner, Intermediate, Advanced) 7/5/ Steps for Creating Tiered Lessons/Assignments

  Tier a task by designing the full- proficiency version first, then design the more advanced level followed by the remedial or early readiness level as necessary

THE TEACHER’S CHALLENGE Developing “Respectful Activities”  Interesting  Engaging  Challenging 7/5/201644

Grade 1 – Time (Readiness) Grade 1 – Time (Readiness) Grade 1 – (Learning Style) Grade 1 – (Learning Style) Grade 8 – (Learning Style) Grade 8 – (Learning Style) Grade 4 – Perimeter and Area (Readiness, Interest and Learning Style) Grade 4 – Perimeter and Area (Readiness, Interest and Learning Style)

  Plan a lesson to teach before February 13:  Differentiate by choosing to:  Use a rich mathematical task  Design a Tiered Lesson  Incorporate:  Learning Targets  TTLP  BE PREPARED TO SHARE! Work Time