1. Rhonda Bondie rbondie@fordham.edu All Learners Learning Every Day This professional development focuses on three Danielson criteria: Domain 1: Planning and preparation: 1e Designing Coherent Instruction, Domain 3: Instruction, 3d Using Assessment in Instruction, 3c Engaging student in learning

2. All Learners are Learning Every Day Agenda – Specialized Instruction 1. Welcome - 2. Introduction to ALL-ED 3. Group Learning Routines 4. Routine – Playbook – Work Session – Share 5. Task Analysis 6. Next Time - Structured Choice 7. Exit Card 8. Questions - keep in touch, rbondie@fordham.edu

3. Differentiated Instruction is the thoughtful response to diversity in a learning community that is precise, effective, and efficient.

4. Differentiated Instruction begins when a teacher perceives student diversity that will either strengthen or pose challenges for effective and efficient learning.

5. Three Goals of DI 1.DI ensures that each member of the learning community is engaged, valued, and stretched. 2.DI results in precise, efficient, and effective teaching and learning within the established curriculum. 3.DI is part of daily classroom culture focused on developing understanding, knowledge, and skills.

6. Take a moment to think about todays objectives

7. 1.5 Minute Paper New to ALL-ED Describe a student difference that poses challenges for efficient and effective learning. Why is this a challenge? How might this challenge be removed or addressed? ALL-ED Returners Describe what you have learned about ALL-ED Include what you have tried with students and the pluses/minuses of how ALL-ED has worked so far…

8. Star the Most Important Part

9. Goal: To discover patterns and surprises among our experiences. Rounds Roles Task Listene r Present er Listene r

10. Rounds

11. Talk – Think - Open Exchange Talk Think Repeat once for each person in your group Open Exchange Task Listener Presenter Listener

12. Scaffolding Group Learning Different ways to practice and support students in developing the habit of independent group work

13. Group Learning Two or more learners using a specific process to achieve a goal. Rounds Roles Think See Wonder Round 1: See Round 2: Think Round 3: Wonder

14. All Learners Learning Every Day

15. Group Learning Assessment Self-regulation Structured Choice Specialized Instruction

16. Correcting Homework GAS S Homework Rounds

17. Step 1. Group Learning Answer

18. Group 1 Discussed: #1 #5 #9 #10 Question

19. Group 1 Discussed: #1 #5 #9 #10 Question Group 2 Discussed: #5 #9 #10 Question Group 3 Discussed: #1 #10 Question Group 4 Discussed: #3 #5 #9 Question Step 2. Assessment

20. Step 3. Self-regulation StandardQ #: Poin ts Cumula tive Fractio n %Mastery Calculations A.N.4 Understand and use scientific notation to compute products and quotients of numbers 7 /2 /4 Yes! Almost Need to Practice 12 /2 13 /2 15 /3 A.A.12 Multiply and divide monomial expressions with a common base, using the properties of exponents 1/2 /6 Yes! Almost Need to Practice 8/2 9 2 14/2 4

21. Step 4. Structured Choice All students complete: pages 111-114, even problems Plus choose the problem set that best meets your learning goal: 1. scientific notation2. monomial expressions 3. multiply monomials and polynomials Page 132, #1&2 check with teacher, then #3-6 Page 132, #3-9Page 132, #8-14

22. Step 5. Specialized Instruction All students complete: pages 111-114, even problems Plus choose the problem set that best meets your learning goal: 1. scientific notation 2. monomial expressions 3. multiply monomials and polynomials Page 132, #1&2 check with teacher, then #3-6 Page 132, #3-9Page 132, #8-14

23. Routines Round robin reading Questions/Answers after movie, reading Copying dates and facts into a timeline or copying notes from the board Test correction Sharing work or a report out to the class ________________________________

24. Co-teaching Playbook

27. Planning Time Co-Teaching Playbook Flow of differentiated instruction Add GASSS to a Routine

28. Review and Reflect Looking back to go forward

29. How to respond to diversity Remediation – continue to work on objectives from previous units that have not been mastered while moving forward into the next unit. Seek to develop missing skills, knowledge, and understanding that are necessary to progress in learning. Can be a modification. Supports – provide structures that enable students to learn new content without being hampered by learning challenges. The learning challenges will be addressed in another lesson. Often learning challenges are addresses when the content of the lesson is a review for the student. When the content or material of the lesson is new to the student, providing supports for learning challenges enables the student to focus on acquiring the new information, skills, and understanding. Supports include accommodations. Extensions – provide stretch for students who have mastered the objectives being taught in a lesson. Extensions include accommodations. Multiple Pathways – provide multiple means of representation of the ideas, processes for learning, and performances to demonstrate learning.

30. Adding Supports and Extensions Not “Specialized”, part of every day

31. Specialized Instruction Co-Teaching Interventions Modifications Accommodations Tool: Task Analysis

32. Task Analysis Discrete behavior – consists of a single step, for example, a yes/no response, writing a single letter, reading a word, or raising a hand to gain attention. Chained task – consists of discrete behaviors that are linked together to form a more complex behavior. For example, linking several words together to read a sentence, writing a series of letters to make a word, “getting ready” for class (putting coat away, turning homework, and completing do now) and getting lunch in the cafeteria or changing and starting gym class.

33. Task Analysis 1.Forward chaining – steps taught in order one at a time 2.Backward chaining – steps taught in reverse order, one at a time starting with the last step 3.Total task presentation – instruction and learner completing the task occurs together.

36. 1. If your words were colors then what colors would they be and why? 2. Compare your each of your words to another word using this format. (your word) is like _________ because __________. Repeat this pattern for each word. 3. Find your words in a textbook. Make a list of your word, the page # where it can be found and copy the sentence where the word is used. If you can’t find the word in your textbook then try other books, newspapers, magazines, and the Internet. 4. Draw an image or symbol that represents your word. 5. Write the definitions of each of your words. 6. Write a question that the answer would be one of your words. Create a question for each of your words. 7. Explain why this word is important to know. Offer examples of how people can use the word. 8. Find an image that represents each of your words. 9. Create a group of five words that one of your words would fit into. Give the group a title. Create a group of words with a title for each of your words. Word Study/Vocabulary Learning Choices Name _____________Words that I am studying _________________ Complete two tic-tac-toes to learn your words.

37. Specialized Instruction All students complete: pages 111-114, even problems Plus choose the problem set that best meets your learning goal: 1. scientific notation 2. monomial expressions 3. multiply monomials and polynomials Page 132, #1&2 check with teacher, then #3-6 Page 132, #3-9Page 132, #8-14

38. ALL-ED Reflection

39. Five Daily Routines Support Student Driven Learning

40. Five Daily Routines Fuel independent and collaborative learning strategies

41. Group Learning Assessment Self-regulation Structured Choice Specialized Instruction

42. Clarity, Access, Rigor, Relevance Curriculum

43. Access Clarity Relevance Rigor CARR Check Curriculum

44. Create a portfolio – complete the survey http://all-ed.org

45. Journey Interesting & Useful

46. Questions

47. Take a moment to think about todays objectives

48. Multiple Pathways

49. Talk – Think - Open Exchange Talk Think Repeat once for each person in your group Open Exchange Task Listene r Present er Listene r

50. Check point pre-assessment followed by specific independent practice activities.

51. Lesson sample created by Mary Ann Sheppard, M.S. 368, Bronx, NY Reflection Journal Housekeeping Mini-lesson Group 2 Group 3 Check Point Discussion Multilevel Group Problem Group 1 Independent Practice

53. "I never teach my pupils; I only attempt to provide the conditions in which they can learn." Albert Einstein Directions for Teaching and Learning Maps Choose one Teaching and Learning Map from the eight examples on the following two pages. 1.Describe what happened in the classroom. 2.Explain why the teacher might have made the instructional choices shown in the example. 3.Place the teacher’s responses or lesson plan on a continuum between instructional opportunities and precision. Example 1 – Learner Grouping for Review Pre- Assessment Lesson #1Lesson #2Lesson #3 Test/Project Group 1 Group 2 Group 3 Review Pre- Assessment