2. Get to Know the People at Your Table! 3 things in common non-work related

3. Vocabulary: Learning Environment Learning Profile Differentiation Readiness Interests Content Process Product

11. Essential Question: “ What are the characteristics of an effective learning community and why are they essential for a differentiated classroom? ”

12. What are the pieces to the puzzle in your class?

13. WHAT MOTIVATES YOU? WHAT MOTIVATES YOUR STUDENTS?

14. ? ? ?

15. WHO ARE YOUR STUDENTS AND HOW DO YOU GATHER INFORMATION ABOUT THEM?

16. Learning Styles

20. Parts to whole Specific to generalization Whole to parts Generalization to specific

21. What’s helping you learn? Is there something I can do to help you learn better?

22. LUNCH – Have it your way! Why settle for lunch when you can have dessert first!?

23. http://pdsupport.cmswiki.wikispaces.net/

24. Discuss KOS to create activities based on something other than EOC level

25. Use this as planning time to: – determine what you will use to gain knowledge about your students to plan lessons – become familiar with the wiki for information about the four areas of differentiation

27. 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?”

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

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

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

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

32. 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

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

34. 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

35. J DEVELOPING RESPECTFUL ACTIVITIES Interesting Engaging Challenging

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

37. J What are some ways you can tier a lesson?

38. COMPACTINGSCAFFOLDING

39. http://pdsupport.cmswiki.wikispaces.net/

40. http://www.qrstuff.com/

41. Essential Question for Differentiating Content: “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?”

42. Use knowledge about your students to differentiate a lesson(s) by content through readiness, learning profile and/or interests. Keep exploring the wiki for information about the four areas of differentiation.

43. LET’S APPLY WHAT WE LEARNED!

44. Remember, baby steps…

45. Read article!!! Explore pdsupport websites Continue to gain knowledge of students Bring 3-4 lessons that you would like to differentiate

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

48. Review

49. “Let’s have a class meeting about CLASS MEETINGS”

51. Essential Questions: “What are some ways to differentiate the way student’s process information? “What are some ways to differentiate student’s products?” “Why should we differentiate the process and product for students?”

52. CHOICE BOARDS PROCESS versus PRODUCT

53. YOUR TURN TO PROCESS!

54. Menus

55. Choose the way you process ! Write to take notes and/or discuss with a partner to determine the process and product choices from the learning menu.

56. http://pdsupport.cmswiki.wikispaces.net/

59. Know all about choice boards and learning menus? Let me compact the lesson using the topic of QR CODES! http://www.qrstuff.com

60. Assessment

61. FINALLY … A PLACE TO GO TO LUNCH

62. Icons http://schools.cajonvalley.net/webpages/tlee/teacher.cfm?subpage=247539 Depth and Complexity Power Point INTRODUCING DEPTH AND COMPLEXITY Incorporating Rigor and Critical Thinking Skills into your classroom

63. Lets show how to introduce the icons of depth and complexity in the classroom! Sandra Kaplan

65. STATION 1: CUBING STATION 2 : RUBRICS STATION 3: WORK TIME STATION 4: RAFT

66. Overview

68. Use this as planning time to: – determine what you will use to gain knowledge about your students to plan lessons – become familiar with the wiki for information about the four areas of differentiation