PLN 13: Differentiated Instructional Strategies for the Block Schedule Erie Strong Vincent September 14, 2013 Co-facilitated by: Diane Hubona dianehubona@comcast.net Chris Singler chris.singler@gmail.com

Introductions Picture Sort—Find your other three pieces to the puzzle Getting to Know You… Introductions—name, number of years in education, and content area

Taking Care of Business! Course Syllabus Reading Syllabus Reflective Journal Entries Online Final Project Criteria www.thefacultyroom.wikispaces.com

Please Do Now: Food for Thought “Regardless of the length of the class, some routine procedures must be completed in each class, and when the class is only 45 minutes rather than 90 minutes long, every lost minute takes on added significance…Studies showed that the average 45-50 minute class only provides 15-18 minutes of educational instruction after you factor in taking attendance, passing out information, giving instructions, and handing out restroom passes.” ---Transforming Learning With Block Scheduling, Blair Lybbert

Table Talk John Collins 10% Summary

Teaching within the block schedule… Why Block Scheduling? Teaching within the block schedule… with an eye to the 4 lenses of learning

Four Lenses of Learning Rewind

Quotation Mingle! An Introduction to Block Scheduling

Written Conversations One obstacle I foresee as I transition to teaching within a block schedule is…

Text render differentiation graphic in the book…page 4 Graffiti Placemat Text render differentiation graphic in the book…page 4

Differentiation : Providing the opportunity for every student to succeed and reach his or her potential! Differentiation may be accomplished through attention to : Content Process Product

Jigsaw Pages 7-8—everyone reads Learning styles—pages 9-12 Chapter 2:Who Are the Learners? Pages 7-8—everyone reads Learning styles—pages 9-12 Thinking styles—pages 12-16 Emotional Intelligences—pages 16-21 The World of the Future—pages 21-23 The Adolescent Brain—pages 24-27

Planning for Instruction with a Block Schedule Page 30, Figure 3.1 – Designing Down (or Backmapping)… (B) Do Now: What are three Essential Learnings (or Enduring Understandings) in your class or course? Share with a neighbor and add to your list if you can. (D) Read pages 41-50, marking up three things you do or want to do, two things you are unsure of, and then write one question you have. (A) Using Figure 3.10 (on page 46) as a template, try rewriting one lesson from this past week.

Effective Model of Engagement

Putting It All Together Before/During/After Lesson Design PLN Lesson Plan Template

BDA Lesson Design “ Good teaching is an art form that requires knowledge not only of how students learn but of best practices and effective lesson design. Expert teachers are constantly refining their skills and stay focused on the essentials. They ask, What do we want students to know and be able to do? How can we meet the needs of all students? Good lesson design addresses these questions.” Gregory and Herndon, 2010

BDA Model Lesson The Yellow Wallpaper

To Do List! Read and text render Chapters 4,5,6 in Differentiated Instructional Strategies for the Block Schedule—pages 53-162—using the 3-2-1 template Join www.facultyroom.wikispaces.com

Ticket out the Door… Give One and Get One