Teacher in Residence February 2, 2009  Good evening!  Please check the folder to pick up assignments and turn in your Curriculum Map  Sit with a partner of your choosing!!

Agenda Housekeeping Objectives Instruction - Differentiation  Warm-up  Direct Instruction/Guided Practice  Independent Practice Closure Homework

Housekeeping Past due assignments – Get caught up! Upcoming assignments –  Feb. 23 – Assistive Tech Artifact Due  Mar. 2 – Law Artifact #2 Due  Mar. 16 – Draft of TWS #2 Due  Mar. 30 – TWS #2 (Part 1) Due  Apr. 13 – Veteran Teacher Study #2 Due  Apr. 20 – TWS #2 (Part 2) Due  Apr. 27 – Portfolios and Philosophy of Education Due

OBJECTIVES Candidates will know the definition and rationale for differentiation to be able to explain differentiation as the focus for their next Teacher Work Sample. Candidates will know differentiation strategies to be able to meet the needs of learners in their classroom.

Warm-up With your partner, discuss what it might mean to differentiate by: o Content o Process o Product o Student Readiness o Student Interest o Student Learning Profile

Independent Artifact Worksheet and Law Artifact #2 Look at your copy of the Independent Artifact Worksheet and Law Artifact as I go over them with you.

Differentiation Overview Read the article, “Mapping a Route Toward Differentiated Instruction” and highlight/write down the positives and negatives for each classroom. With your partner, discuss what you feel are the important points in this article about differentiating instruction.

Differentiating Instruction “There’s nothing so unequal…. as the equal treatment of unequals.” -Felix Frankfurter US Supreme Court Justice What does this quote mean for education?

Video As you watch this video, think about - What is your greatest hope about differentiation? What is your greatest fear? Where do see the greatest need for differentiation in your classroom?

Begin with the End in Mind Where are we going with this differentiation thing? G Your goal is to ensure the growth of all students in your classroom by effectively differentiating instruction. R Your role is that of a teacher whose responsibility it is to structure learning to meet the needs of all learners. A Your audience includes all learners with a focus on readiness, interests and learning styles. S The situation is that while the concept of differentiation sounds good, you don’t know how in the world you can meet all of their needs without working yourself to death. P The product you will design is a unit of study differentiated for the specific learners in your class. S The standards you will be assessed by include the elements in Standard 6 of the CPBS: Individualization of Instruction

Jigsaw With your partner, decide who will read “What Differentiated Instruction Isn’t” on page 3 of the agenda and who will read “What Differentiated Instruction Is” on page 4. Jigsaw the information when you are finished.

Break

Differentiation Is Not.. a. b. c. d. e. f.

Differentiation is... a. b. c. d. e. f.

WHY do we differentiate? Discuss the following questions: Where in the real world do we find differentiation? Where don’t we differentiate?

What do you already do to differentiate in your classrooms?? Look over the things you listed on last week’s “Teach Me, Teach My Brain” worksheet and decide if these are examples of differentiation??

Over the next three nights we will learn and discuss the 4 W’s and 1 H of differentiating… What is differentiation? WHY do we differentiate in our classrooms? WHEN do we differentiate for students? For WHOM do we differentiate? And finally…HOW do we do it???? With your partner, come up with a short response for each. We’ll ‘jigsaw’ responses on chart paper.

What is differentiation? Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. Differentiating instruction involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching products so that all students within a classroom can learn effectively, regardless of differences in ability.teachinglearning

So…WHY do we differentiate in our classrooms? “Children come to us differentiated. It just makes sense that we would differentiate our instruction in response to them.”

Good News: You don’t have to differentiate everything for everyone every day… It’s impossible and it would destroy a sense of wholeness in the class. “Effective differentiated classrooms include many times in which whole-class, non-differentiated fare is the order of the day.” -Tomlinson

WHEN? Based on your informal and formal assessments (diagnostic, FORMATIVE or summative), differentiate when: 1. You see a student need (and) 2. You are convinced that it will increase the likelihood that the learner will understand important ideas and use important skills more thoroughly.

For WHOM do we differentiate? Everyone and Anyone who needs it…

And finally…HOW Differentiation involves six facets, three of them are unique to each student when they walk into your classroom…….. Readiness: prior knowledge and skills students come equipped with as they enter your room. Interest: a student’s curiosity, passion or affinity for a topic. Learning Profile/Needs: the individual preferences students find most effective to learn new information. These include, but are not limited to: auditory, visual and kinesthetic/tactile.

You, the teacher, can control the other three facets… Content: how the content is presented Process: the instructional strategies designed to help students make sense of the content Product: how students demonstrate their knowledge/skill/understanding of the content

Closure Share with your partner one way you feel you might be able to go back to class and begin differentiating instruction. Focus on: Readiness, Interest, Learning Styles or Content, Process, Product

Homework Begin developing your Assistive Technology Artifact – Due Feb. 23 Begin working on Law Artifact #2 – Due March 2 Any missing assignments!!!

So Differentiation means… in response to student differences in;  readiness,  interest,  learning needs/profile. the teacher plans and uses a variety of instructional approaches and activities with the  content,  process,  product.

Content, Process, Product Draw three columns on a piece of scratch paper….. Title the columns Content, Process, and Product List in each column what you currently do…or could do….in each of these areas to differentiate for your students Discuss at your tables

Read pages 6-8 in your agenda packet. Create a and then discuss the reading at your tables things you want to remember 2 things you would like to know more about 1 idea you will consider beyond tonight Listen to your classmates and place additional ideas in your +1 column

Start small…just start!! One box at a time… Equipping the Learner ContentProcessProduct The Learner Readiness Interest Learning Profile

This week... Think about what you already do to differentiate. Where do you see a need? Where can you “start small”? Bring a lesson, product or idea to class next week that you want to differentiate.

Differentiated Unit Take a look at the next unit… The teaching context will be completed last Stage One is due on Feb. 25 (except #10-12) The entire unit is due on March 17. Please turn it in on time so I can grade it before you begin teaching it in April!!!!

Homework You have 3 weeks! Pace Yourselves! Tonight, please turn in the Inner Voice sheet for the article, “Mapping a Route Toward Differentiated Instruction” Due Feb. 25: Law artifact Stage One of the unit All MISSING WORK **Reminder: You have 2 absences per semester...plan them if you can!

One-liner Closure Take a minute to reflect on some ideas you’ve gathered or insights you’ve developed today. Develop a one-sentence statement that encapsulates an idea or insight you feel is important. Share with the class.