I6: Differentiation to Support Content Language Objectives A Closer Look I6: Differentiation to Support Content Language Objectives

Content/Language Objective Participants will orally explain the intent of I6 and how it relates to CCSS, ELD standards, and DPS Core Values and identify effective differentiation strategies using language from the Framework for Effective Teaching by utilizing: group discussion. jigsaw. video clip.

Agenda The Intent of I.6 & Diving Into the Indicator Connections to CCSS, ELD Standards, & DPS Core Values Methods of Differentiation I.6 In Action Applying I.6 Closing Brenna & Marti

Stand Up, Hand Up, Pair Up Differentiation: adjusting content, process, and/or product to address students’ academic needs, language proficiencies, physical/social/emotional needs, interests, and/or culture Take 1 minute , Respond to the question, “How does differentiation impact student learning?” Take 3 minutes, share your response with a partner using the sentence frame, “I think differentiation impacts student learning by .” Find another partnership and share out as a foursome.

Students Qualified as G/T : 13.8% (Oct., 2012) Who Are Our DPS Kids? Students Qualified as G/T : 13.8% (Oct., 2012) Students on an IEP: 11.7% (Feb. 1, 2013) Students who are ELL: 33.8% (2012-2013) Over 135 languages are spoken by students Anecdotal : wide range of reading levels in any classroom, even specialized. Even unidentified & native English speakers often come to us with a language deficit

In table groups: Save the Last Word. Diving Into I.6 Read through the Effective column and Examples box. Highlight several words in each descriptor (bullet) that capture the essence of that descriptor. In table groups: Save the Last Word. Discuss: What is the intent of the indicator? T and S behaviors, Examples May highlight on copy of Revised Framework (Bring copies for Ts)

Save the Last Word Protocol One member of the group shares his or her highlighted word but does not elaborate on it. The other participants each respond in turn. They can agree or disagree, offer examples, raise a question, contribute details, or share other thoughts. No one else talks until it is their turn to respond. Once everyone has responded, the first person who shared has ‘the last word’ by responding and summarizing what she has heard and learned. Repeat until everyone has shared and had ‘the last word.’

Whole Group Discussion: Diving Into I.6 (cont.) Whole Group Discussion: What might be the impact of differentiation on individual student learning? What other indicators might benefit from effective differentiation? Whole group share out/discussion: Make sure to discuss extensions as well as supports How do these concepts vary in the other categories? Call attention to the definition of differentiation at the bottom and the icons If intervention teacher or other specialized teacher pulling students for specific goal or level of instruction, that’s approaching on Framework. In the effective category there would be additional evidence- differentiated questioning, content, product, process, etc…

Personal Reflection Think about ways you currently differentiate in your classroom. What additional strategies would you like to work on implementing? How might these impact your students’ learning? Jot these down on a Post It.

Connections to CCS, ELD Standards, & DPS Core Values In your groups, skim the CCSS instructions shifts, ELD standards, & DPS Core Values. What connections do you see between these documents & the Differentiation indicator?

Methods of Differentiating Content: Adjusting according to students’ performance levels, language skills, knowledge, and/or cultures. Process: Adjusting through grouping (homogeneously & heterogeneously by languages & academic proficiencies, depending on tasks & objective) & learning styles. Product: Providing students multiple ways to demonstrate learning to accommodate academic/linguistic need and/or interests. *Differentiating for Language & Questioning may fall in all categories Ways to demonstrate learning: acting out knowledge, using physical objects, using visuals, providing other performance-based opportunities

Word Sort Sort the words into categories representing Methods of Differentiating: Content, Process, Product. What do you notice? Participants identify/classify words/activities into the 3 categories: content, process, and product. Some may fall into more than one category.

Accessing Language Levels on SchoolNet 1) Log into Teacher Portal. 2) Select a section.  3) Select test name: CELA/ACCESS. 4) Click on the name of the student you are looking for. 5) A student profile will open for the selected student.  It will default to the Student Overview tab.  Click on the Standardized Tests tab. 6)The students test information will display by year as far back as we have assessment data. Provide this information to teachers; not meant for teachers to try

Differentiating for Language Go back to slide 10 & reiterate that with DPS population, differentiating according to language level is key to meeting learner needs. Even if Ss are native English speakers, they might still have significant language needs (district push for academic language & language objectives for all Ss) (Connections to I.1 & I.4) Brenna: explain WIDA & ELD Standards People continuum—order the examples according to language levels

Continuum Activity Align the writing tasks with the appropriate Language Proficiency Level. Think about why each task allows students to access higher level thinking.

Differentiating Questions “The beauty of this strategy, which focuses on questions in the classroom, is that it helps teachers specifically address the needs of ELLs while also meeting the needs of every student in the classroom.” -Hill & Flynn Why might this be true? What methods of differentiation could differentiated questions address?

Jigsaw article “Asking the right questions?” Differentiating Questions Jigsaw article “Asking the right questions?” Everyone read the introduction 1 person from each group read a marked section (5-10 mins.) In your group, share ahas & discuss thoughts you have for applying any new ideas in your classroom. Pay special attention to the graphics

Differentiating for Extensions What challenges do you face in differentiating for students on Advanced Learning Plans & others who show characteristics of giftedness? What are possible strategies for differentiating content, process, & product for these students? Resources: GT Live Binders, GT Resources on SchoolNet

What evidence of differentiation did you see & hear? I.6 in Action Video Example: http://course.phocusedonlearning.com/content/2011/007/player.aspx What evidence of differentiation did you see & hear? What other opportunities for differentiation may have been missed? username:  polonline password:  20112012 -Stop after each sction for people to gather thoughts, take notes Might be helpful to keep 2 column notes: Evidence/Opportunities. Code for Content, Process, & Product. Identify differentiated questions & differentiation for language. Whole group share out: Marne chart responses

Applying I.6 Look back at your Post It note. In thinking about your next steps for increasing student learning, what further opportunities are there in an upcoming unit or lesson to differentiate content, process, and/or product? What are some ways you can differentiate for: language levels, questions, & students with ALPs? Encourage Ts to write ideas (can draw, etc.)

Content/Language Objective Participants will orally explain the intent of I6 and how it relates to CCSS, ELD standards, and DPS Core Values and identify effective differentiation strategies using language from the Framework for Effective Teaching by utilizing: group discussion. jigsaw. video clip.

Closing How might your enhanced understanding of I-6 impact your planning for differentiation? What are the supports that you can access as you put your new learning into action? -We’ve provided you with several resources. We have more, so if you’re interested in those, please leave your name & email with us.

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