Differentiated Instruction “Meeting the Needs of All Students” Gary Carlin gcarlin@schools.nyc.gov Tel.: (718) 828-5943 (917) 714-7448 Tuesday, November 6, 2012 Wings High School

Next Progress Report B

Build on Summaries How much do your students really care and show you they want more about what they were learning? What data could you report on how much your students have learned each day, understand, and can apply to justify your teaching practices? Can they all defend their ideas, beliefs, and conclusions --- by different applications?

In the Simplest Sense … Differentiated Instruction … … is the process of learning about students’ needs and interests … … and using that knowledge to guide instruction.

Charlotte Danielson’s Framework for Teaching Domain Competencies 1. Planning and Preparation 1e Designing Coherent Instruction 2. The Classroom Environment 2b Establishing a Culture for Learning 2d Managing Student Behavior 3. Instruction 3b Using Questioning and Discussion 3c Engaging Students in Learning 3d Using Assessment in Instruction CIE - NYC DOE Priority Competencies

1e: Highly Effective Designing Coherent Instruction “Plans represent the coordination of in-depth content knowledge, understanding of different students’ needs and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity. These are differentiated, as appropriate, for individual learners. Instructional groups are varied as appropriate, with some opportunity for student choice. The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs.”

The Elements of Competency 1e Lesson (& Unit) Structure Clear and sequenced to advance students’ learning Learning Activities Instruction designed to engage students and advance them through the content Instructional Materials and Resources Appropriate to the learning needs of the students Instructional Groups Intentionally organized to support student learning

“Advance Students Through the Content” “Process” – Learning Activities Use of Key Skills (Scaffolded) Address Key Concepts: Essential Ideas and information

Learning Activity Engage: Interest and Provide Choice Task: Question (Open-Ended, Inquiry) Discussion: Challenge Beliefs/Hypothesis Extend Understanding: Connections/Apply

Student Choice Process (Activities)/Products (Understanding) Materials & Resources Technology Student Groupings

Pathways for Differentiation Several pathways or TIERS for students to arrive at an understanding, using different levels of: … Complexity … Abstractness … Open-endedness Different options for products

Teacher Role Observe – LISTEN!!! Collect Data Focus/Redirect Don’t “Lock-In” to a Group

Special Education, reminds us … Supported Resources & Materials “Process Maps” – Steps for Sub-/Tasks Templates/Graphic Organizers Additional Resources, Materials & Hints

Three Groups for All Learning Activities A = Resource Groups B = Core Groups C = Advanced Groups

Check Understanding Summaries – In your own words Tasks Challenge/Defend “Data Collection/Story”

Content Examples Social Studies: Divine Right Science: Homeostasis Math: Inequalities English: Metaphors and Similes Art: Perspective PE: Setting the Defense Foreign Language: Eating a Meal

A- Resource Group Create activities that: Define with explanation Describe intent or phenomena in detail State examples and non-examples and/or closely related examples Connect to a previous learning in terms of being the same and/or different

Model (A): Allergies Activity Provide Group A with an article about “Allergy-Free New York”. Describe an allergic reaction and identify specific examples of plants and trees that produce allergies for New York Residents. And discuss: the “best” treatment and prevention allergies.

B – Core Group Create activities that: Description that defines and uses multiple examples to support the ideas/concept Explain in their own words an effect, outcome or desired usage Analyze a specific situation involving the concept

Model (B): Allergies Activity Provide Group B with an article about “City's Million Tree Plan Is Bad For Allergies ” Describe an allergic reaction that is produced from plants and trees and which plant/tree sources produce the most severe reactions and why. And then discuss: how the residents and City of New York could make better choices in selecting trees and shrubs for our roadways and parks.

C – Advanced Group Create activities that: Compare & Contrast different texts Analysis of a specific application or situation with unique characteristics Application to beliefs/feelings, real world or to patterns/trends

Model (C): Allergies Activity Provide Group C with an article about “City's Million Tree Plan Is Bad For Allergies ” and “Is It Really the Worst Allergy Season Ever This Time?” Using the two articles, compare and contrast the impact of NYC trees on the residents. And then discuss: how street trees should be selected to “best please everyone”- for those lost during Hurricane Sandy, and why.

Products Different groups used same and/or different resources (i.e. informational texts, manipulatives, online sources) to create products. Groups A, B &C each have the same task but individual student groups can work differently and produce different products to demonstrate understanding. Products also represent a “summary” of their understandings and skill development for the selected process.

Learning Activity Template Purposeful Grouping Differentiation Technology Informational Text(s) Resources Rigor (Dok) Data Collection Assessment

Q & A 1. Questions 2. Clarification 3. Concerns 4. Comments