Differentiating CSCOPE

What do your teachers struggle with when it comes to differentiating CSCOPE? Talk at your tables

What is differentiation = Content, process and product See definition on handout

Have to know students, can’t do anything without this knowledge Too often teachers waste time teaching content that students already know. Teachers must be prepared to assess students knowledge/understanding BEFORE they plan the lesson. Too often we ask students what they know the first day of our unit without changing our plans to match with what they do or do not know. Use math example from CSCOPE – pull questions from engage/explore or unit assessment

Content - for students with Modifications Content what the student needs to learn or how the student will get access to the information Examples of differentiating content : using reading materials at varying readability levels; putting text materials on tape; using spelling or vocabulary lists at readiness levels of students; presenting ideas through both auditory and visual means; and meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.

For students with Accommodation or modifications Process Process For students with Accommodation or modifications Process-activities in which the student engages in order to make sense of or master the content Examples of differentiating process or activities : using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity; providing interest centers that encourage students to explore subsets of the class topic of particular interest to them; developing personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) offering manipulative's or other hands-on supports for students who need them; and varying the length of time a student may take to complete a task

Product Product-culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit Examples of differentiating products: giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels); using rubrics that match and extend students' varied skills levels; allowing students to work alone or in small groups on their products; and encouraging students to create their own product assignments as long as the assignments contain required elements.

Finding content, process and product in lesson documents Use lesson plan from 7th gr

Sample Prompt for Expository Writing Demo 1-2 writing strategies with technology STAAR Sample questions, 7th grade writing that align with IFD and lesson plans : Read, Revise, Sample Prompt for Personal Narrative Sample Prompt for Expository Writing WRITE an essay explaining whether it is better to work by yourself or with a group. Be sure to — clearly state your controlling idea • organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Go thru Handout and demonstrate technology

Differentiation is like an onion because….. From CSCOPE state conf handouts Differentiation is like an onion because…..

Cathy Miller Nichole Kertis cathy.miller@esc13.txed.net nichole.kertis@esc13.txed.net