Differentiated instructional strategies SSHS PLC March 1, 2012

Logistics Make-up Options Adams State College Credit - Website share an article peer observation lunch session – time TBA) Adams State College Credit - Website Special emphasis

Session 2: Planning a Differentiated Lesson Essential Questions: What is differentiation? How do we meet students’ needs in our day-to-day instruction? How does assessment data drive instruction? What are the steps we take when intentionally planning for differentiation? Objectives: Review our common frame of reference. Sequence the key steps of planning a differentiated lesson. Assess our own process of planning for differentiation. Review models and templates for planning differentiated instruction. Develop our own lessons using tools for planning.

Results of Pre-assessment Practices Tools and Strategies Choice Boards/Choice Menus Compacting* RAFTS Writing Frames Think Dots/Cube Activity Process Differentiation Product Differentiation Instructional Planning: 1. Pre-assessment 2. Ongoing/Formative assessment 3. State/School data use Flexible Instruction: #14 #11 #20 #17

Review Session 1: Developing a Common Frame of Reference Find Someone Who…

Planning: Key Steps We Take Before Assess unit within its place in the bigger picture of the year’s curriculum Determine desired standards, content, and outcomes. Goals Enduring Understandings Essential Questions Determine misconceptions Consider students Students on the fringe Specific skills and interests Prior/Background knowledge Pre-assessment During Decide on best strategies for reaching goals Include movement and technology in delivery of learning experiences Student groups Modules based on student needs Provide modeling Provide appropriate practice Survey notebooks and resource, activities, etc. Assess and evaluate Adjust “on the fly” After Check for understanding Analyze assessment data Ask ourselves, “What worked?” Consider student motivation Think about the experience from the students’ perspective. Rethink and review Help!

Choice Activity: Differentiation for Readiness Group 1: Continue the discussion from Session . Further discuss and clarify definitions and examples of differentiation. Group 2: Sequence the key steps of planning a differentiated lesson using a sorting activity and a graphic organizer.

Key steps in planning a differentiated lesson. -Making Differentiation a Habit, Diane Heacox, pg 9

Discussion: Connecting Wormeli’s ideas to our own practice Using the process and ideas in Chapter 2 and the lesson you brought as an example, answer the following questions: Use page 18 if didn’t read What confirmations did you have about your own practice? What are you missing? Where would you like to focus?

Tools for Planning Binders (tiering/planning) Electronic Resources Continuum Habits of Differentiation The Flow of Instruction in a Differentiated Classroom NEW: Differentiation Cube Differentiated Learning Plan *Also electronic* Tiered Lesson Planning Chart Responsive Teaching from UbD Electronic Resources Extended Differentiated Lesson Plan Designing Tiered Assignments – Making Differentiation a Habit Unit Planning Form – Differentiated Activities and Assessments Using the Common Core Standards Differentiated Learning Lesson Plan - Making Differentiation a Habit

Applying Planning Tools to Our Practice: Applying Planning Tools to Our Practice: differentiating process to reach a common objective Start Small! Tips on page 139 Objective: Develop our own lessons using tools for planning. Option 1: Develop a Lesson -Use one of the lesson planning templates to rework your lesson or create a new lesson with an intentional plan for differentiation. Option 2: Focus on Tiering -Focus on the brainstorming and grouping of learning experiences (tiering) following the model on page 34/39 OR “Tiered Lesson Planning Chart” OR “Unit Planning Form”.

Wrap-up Share Homework: Read Chapter 3