online.org/files/2010/08/differentiation.jpg

AGENDA I. Review Differentiating the Learning Environment through a class meeting II. Learn about how to differentiate the content by learning about differences between: Tiering – Modeling a lesson that is tiered “Don’t Force Me!” Scaffolding Compacting III. Station work time This lesson may be scaffolded with further understanding of differentiating the learning environment to plan for differentiating content. IV. Anchor Activity: Used QR codes in your lessons Scaffold: Download a QR code app Compact: Make one of our own QR codes

Essential Question: “In what ways can I re-teach skills or ideas for struggling learners and/or extend the thinking of advanced learners to allow for all students to master the same objective while keeping them engaged and appropriately challenged?”

Lets Review about the Learning Environment

What are some ways to differentiate CONTENT by readiness, learning profile, or interest?

TIERED INSTRUCTION A PLANNING STRATEGY FOR MIXED ABILITY CLASSROOMS “A Different Spin on an Old Idea.” SOURCE: based on work by Carol Ann Tomlinson

J What words, phrases, or images come to mind when you hear the term tiered instruction?

J Assignments Activities Centers & stations Learning contracts Assessments Materials Experiments Writing prompts Homework WHAT CAN BE TIERED?

WHAT IS TIERED INSTRUCTION? Teachers use tiered activities so that all students focus on essential understandings and skills but at different levels of complexity, abstractness, and open- endedness. 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

CREATING MULTIPLE PATHS FOR LEARNING Key Concept or Understanding Struggling With The Concept Some Understanding Understand The Concept READINESS LEVELS Reaching BackReaching Ahead

IDENTIFY OUTCOMES 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 4 TASK GROUP 3 TASK

J DEVELOPING RESPECTFUL ACTIVITIES Interesting Engaging Challenging

WHEN TIERING, ADJUST: Level of Complexity Amount of Structure Materials Level of Dependence Time/Pace Number of Steps Form of Expression

J What are some ways you can tier a lesson?

J Let’s model a tiered lesson or two! Don’t Force Me! & Where the Wind Blows

COMPACTINGSCAFFOLDING

STATIONS STATION 1: Resource Station In this station, you explore the wiki STATION 2: Learning more about Differentiating the Learning Environment This station is an example of scaffolding this lesson; station can be teacher led or online. STATION 3: Looking at Examples and Developing Lessons using scaffolding or compacting STATION 4: How to make QR codes This is an example of compacting this lesson; this station is for those that have mastered differentiating learning environment and content through scaffolding and compacting.

Essential Question: “In what ways can I re-teach skills or ideas for struggling learners and/or extend the thinking of advanced learners to allow for all students to master the same objective while keeping them engaged and appropriately challenged?”

What did you learn today that was helpful to promote change in your practice?

Create a lesson plan using the Vance template: make instructional decisions to differentiate your content based on knowledge of students Bring an upcoming lesson for after Dec 3 to the next session Friendly Reminders Continue to gain knowledge of students and bring info to next session

Remember, baby steps…