1. Rhonda Bondie rbondie@fordham.edu All Learners Learning Every Day

2. I would love to hear from you Rhonda Bondie, Ph.D., Fordham University rbondie@fordham.edu Follow the development of these ideas and access free materials http://all-ed.org

3. Help me with my research

4. Take a moment to think about todays objectives

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

6. Five Daily Routines Support Student Driven Learning

7. Group Learning Assessment Structured Choice Self-Regulation Specialized Instruction Daily Learning Routines

8. Clarity, Access, Rigor, Relevance Four Planning Tools

9. ALL-ED is a collection of five daily learning routines and four instructional planning tools that support teachers in differentiated instruction every day.

10. All Learners are Learning Every Day Agenda 1.Introduction 2.Group Learning and Structured Choice 3.ALL-ED 4.Curriculum & Entry Points 5.Exploration time 6.Informative assessment 7.Questions - keep in touch, rbondie@fordham.edu

11. 9:00 - 10:30 - Group Learning Routine: Talk, Think & Open Exchange and assessment strategies 10:30-10:45 Break 10:45-11:00 Formative assessment: effective rubrics 11:00– 1:30 Develop a group learning routine or structured choice for use in your setting 11:30- 12:00 Self-Regulation and Test Corrections 12:00 - 12:45 Lunch (provided) 12:45 - 1:45 Structured Choice, Group Learning: Save the Last for Me 1:45 - 2:10 ALL-ED Overview 2:10 - 2:25 Break 2:25 - 3:00 Questions & Challenges 3:15 - 3:30 Reflections and Next Steps Agenda

12. Group Learning Assessment Structured Choice Self-Regulation Specialized Instruction Daily Learning Routines

13. Student Choice PlusesMinusesQuestion/Interesting Rate each category, Top 3 Number the most important ideas 1, 2,3

14. Rounds

15. What is going on here? How can management be designed into the routine/directions? What I can learn from this that informs my own practice?

21. Multiple Pathways

22. 22 Interesting and Useful Note three things 1. Page that launched your idea 2. (+) What you can do 3. (  ) Why this would be useful for your students and for you

23. Rounds

24. Goal: To discover patterns and surprises among our experiences. Rounds Roles Task Listener Presenter Listener

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

26. Review and Reflect Looking back to go forward

27. 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

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

29. Gears for Group Learning Goal (exchange, build, combine) Evaluation criteria Agreed process (steps, time) Roles Starting place is clear

30. Group Learning Preparation (before getting into group) Goal/Purpose: (exchange, build, combine) Formation: (how to group) Roles: Role (task ) and Role (task ) Starting Point: Rounds: 1. (time) Think 2. (time) Think 3. (time) Open Exchange - Reflection – task and process, plans for next time

31. Structured Choice Shows multiple paths toward goal(s) Tasks organized in a visible sequence Expects need for supports and extensions Explains quality criteria Requires students to monitor quality Strengthens independence

32. Group Learning Assessment Structured Choice Self-Regulation Specialized Instruction Daily Learning Routines

33. Planning Time

34. Informative Assessment G – Gives students clear goals and current position P – Provides instruction and alternate routes S – Shows patterns among learners

35. Read and annotate the Informative Assessment Tool Box. You may do a dentist office read, scanning for interesting words and reading around those words or a careful reading starting at the beginning and reading through to the end. Annotate your text using the directions below. Before you read: Think about what your students typically do measure their learning progress. Is it different if they reflecting on learning with you or by themselves? Walk through this handout to see what strategies are here. Note the pages that have examples and the pages that have lists of strategies. During your reading:  Check the things that confirm things that you already knew ? Put a Question Mark next to things you have questions or wonder about After your Reading: Re-read your  s and ? s  Star the one most important assessment strategy that you will use this year with students ! Place an Exclamation Point in the margin and/or on the back of this page and note the things that are missing from this handout.

36. Save the last word for me Goal: To note interesting and useful ideas. Rounds Roles Task Important 1 st & Last Word Important Role

37. Group Learning: Save the Last Word for Me Goal/Purpose: To note interesting and useful ideas. Formation: Groups of four, different grades, subjects, and schools Roles: Role 1 st and Last Word (share interesting and useful idea ) and Role Important Pointer (share one reason why this idea might be important to you ) Starting Point: Raise hand who is going first Rounds: Three rounds ( 10 min) Open Exchange: Talk about patterns and surprises (3 min) Reflection – task and process, plans for next time

38. Let’s have a round of applause

39. Applause-O-Meter (Rubric) Criteria Getting Started! Almost There!You’ve got it! Volume Applause is barely audible in volume. Applause is of moderate volume. Applause is thunderous, making it hard for speaker to talk over it. Dynamics Applause is given weakly with many lulls and slow movement of arms and hands. Applause is of moderate speed with some lulls and regular movement of arms and hands. Applause is vigorous with no lulls, and rapid movement of arms and hands. Enthusiasm Applause is short in duration and given with some reservation. Applause is polite, short in duration, and given with a smile. Applause is prolonged & accompanied by whoops & cheers. Heidi Goodrich Andrade, Harvard Project Zero, 2008

40. Why did your applause improve?

44. Qualities  4 Exceeds 3 Meets 2 Approaches 1 Needs Improvement Yes ____Yes, but _____No, but _____No _____ Evidence or Components  (taken from evidence from standards, 1)

45. Qualities  5 Exceeds and Extends 4 Exceeds 3 Meets 2 Approaches 1 Needs Improvement Yes, and _____Yes ____Yes, but _____No, but _____No _____ Evidence or Components  (taken from evidence from standards, 1)

46. 1.Use handout to create a rubric 2.Create an informative assessment 3.Plan Roles and Rounds Take-Away Learning

47. Performance Summary Test Correction Two essential assessment tools

49. Precise feedback leads to learning How is a score of 80% and this performance summary different? How will the data from this summary be used plan instruction?

54. Self-Regulation Set Goal Monitor Actions Reflect

56. Group Learning Assessment Structured Choice Self-Regulation Specialized Instruction Daily Learning Routines

57. Rounds

58. Why differentiated instruction? "Certain motivational states interfere with learning. Two adverse conditions are especially dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too much from students; boredom occurs when teachers expect too little. When curricular expectations are out of sync with students' abilities, not only does motivation decrease, but also achievement." --Talented Teenagers by Csikszentmihalyi, Rathunde, Whalen

59. Take-Away Learning

60. Reflect on your learning about sustainable differentiated instruction using the ALL-ED framework. Write one change in your thinking using the prompts below. I used to think... Now I think... So next I will...

61. 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. 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. Extensions – provide stretch for students who have mastered the objectives being taught in a lesson. Multiple Pathways – provide multiple means of representation of the ideas, processes for learning, and performances to demonstrate learning.