1. Component 2 Differentiation in Instruction
Session 1
Unpacking Component 2
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2. Welcome! Please sign-in
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3. Goals for C2 Session 1
Understand expectations in Component 2 – Differentiation in Instruction.
Understand and plan for the different types of work samples, assignments, or assessments necessary to gather for C2.
View and begin filling in the Contextual Information Sheet and Instructional Context of the written commentary.
Unpack Certificate Specific Standards for Knowledge of Students, differentiation, and reflection.
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4. Topic 1: Reflection
Candidates will reflect on their National Board Journey to examine the impact it has had on their practice and on student learning.
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5. Reflection Discussion
What have you learned about your practice as a result of your work on components?
What have you learned about your students as a result of your work on components?
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7. Topic 2: Differentiation
Accomplished teachers vary instruction to meet individual learner’s needs.
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8. What is Differentiation?
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
Carol Ann Tomlnison
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9. Differentiation
Give one example of how you differentiate in your classroom.
How did you know that you should differentiate that way? What was the basis for that decision?
5 Core Propositions – underlying principles of what Accomplished Teachers Do-introduced in the Foundational Sessions.
Certificate Specific Standards – Based on the 5 Core Propositions, the standards bring specificity of accomplished teaching within your certificate area.
General Portfolio Instructions for Components 2, 3, and 4: These General Instructions are the same for all National Board Candidates. The instructions include an overview of the National Board Process and outlines how you demonstrate your accomplished teaching practice and the resources available to you.
Portfolio Instructions: and Scoring Rubric for your Certificate Area: gives directions and specifications for developing your response, choosing evidence of your teaching practice, completing forms, and submitting your portfolio materials. Scoring Rubrics that will be used to assess your portfolio entry.
Architecture of Accomplished Teaching Placemat – underlying structure of accomplished teaching, introduced during the Foundational Sessions.
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10. From: Assessment and Student Success in a Differentiated Classroom
by Carol Ann Tomlinson and Tonya R. Moon (2003).
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11. Preparing and Organizing
Topic 3:
Preparing and Organizing
for C2 Sessions
Candidates organize materials to make the most efficient and effective use of time during Component 2 Sessions.
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12. Resources 5 Core Propositions Certificate Specific Standards
General Portfolio Instructions for Components 2, 3, and 4
Certificate Specific Portfolio Instructions and Scoring Rubric for Component 2
Architecture of Accomplished Teaching Placemat
5 Core Propositions – underlying principles of what Accomplished Teachers Do-introduced in the Foundational Sessions.
Certificate Specific Standards – Based on the 5 Core Propositions, the standards bring specificity of accomplished teaching within your certificate area.
General Portfolio Instructions for Components 2, 3, and 4: These General Instructions are the same for all National Board Candidates. The instructions include an overview of the National Board Process and outlines how you demonstrate your accomplished teaching practice and the resources available to you.
Portfolio Instructions: and Scoring Rubric for your Certificate Area: gives directions and specifications for developing your response, choosing evidence of your teaching practice, completing forms, and submitting your portfolio materials. Scoring Rubrics that will be used to assess your portfolio entry.
Architecture of Accomplished Teaching Placemat – underlying structure of accomplished teaching, introduced during the Foundational Sessions.
Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

13. Topic 4: Overview of Component 2
To acquaint candidates with the organization and requirements of this entry.
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14. Component 2 Differentiation in Instruction
Differentiation in Instruction requires that candidates gather and analyze information about individual students’ strengths and needs and use that information to design and implement instruction to advance student learning and achievement.
Language to discuss
Clear, consistent and convincing evidence
Develops and uses knowledge of children
Gathered from multiple sources
To inform instruction and assessment
Reflect on own practice
Collaborates with…
Create improvements
Advance children’s learning and growth
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15. Component 2 Level 4 Rubric
Level 4 Rubric sets forth the expectations to meet in the component.
Each candidate will need to check their own Level 4 Rubric in their Content Specific Instructions for specificity of expectations.
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16. Component 2
Table of Contents for Certificate Specific Instructions and Scoring Guide – these instructions look very similar for all certificate areas, although there are significant differences in their requirements.
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17. Component 2 Overview of Component 2 Overview of Component 2
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18. Component 2 Directions for developing and submitting Component 2
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19. Component 2 Standards measured in Component 2
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20. Component 2
Parts of the Written Commentary
Part 2 and 3 of the written commentary will vary significantly between certificate areas
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21. Submission at a Glance Chart
This page is very helpful to determine what needs to be submitted in their ePortfolio.
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22. Component 2 Level 4 Rubrics
Level 4 Rubric sets forth the expectations to meet in the component.
Each candidate will need to check their own Level 4 Rubric in their Content Specific Instructions for specificity of expectations.
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23. Have candidates compare this slide to the Submission at a Glance page in the Portfolio Instructions.
Have candidates add the standards that will be measured in this component.

24. This resource provides a note taking guide to the Overall Requirements for the written commentary specific to their certificate area.
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26. Topic 5: Contextual Information Sheet
Instructional Context Part of Written Commentary
To familiarize candidates with the form that will contain information about their school setting and the Instructional Context part of the written commentary that will provide information about their classroom and their students.
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27. Follow directions precisely!!!
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28. Instructional Context
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29. Topic 6: Unpacking Standards
Unpack the standards that correlate with knowledge of students, differentiation and reflection.
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30. Unpacking Standards
Candidates should continue to unpack the standards related to this part of the Component, including Knowledge of Students, differentiation, and/or reflection.
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31. Fostering Cognitive Development
Excerpt of EC-Gen Standard Using Knowledge of Child Development to Understand the Whole Child
Fostering Cognitive Development
Accomplished early childhood teachers understand that early childhood is a critical period in cognitive development. Teachers understand how children are thinking at a given phase in their development and know how to help them move to the next level of reasoning. Teachers know that whereas most young children draw upon all of their senses to learn, some children are primarily visual learners, other children learn best through auditory means, and still others can best process information when it is presented in multiple modalities. Teachers use their knowledge of individual children’s learning styles to create learning experiences that are accessible to each child. In the case of a child who has difficulty maintaining attention during cognitive tasks, the teacher might intersperse cognitive tasks with periods of intense physical activity; whereas with children who learn cognitively best in a consistently quiet, still environment, the accomplished teacher would take a different approach.
Use this excerpt as a possible discussion as to address the underlined language and how it would look in the classroom, or what a teacher might need to do in order to include in their practice.
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32. Excerpt of EAYA-Math Commitment to Mathematics Learning for all Students
Commitment to Diverse Learners Accomplished teachers base their decisions about the teaching of mathematics on the belief that all students can learn. Teachers continually determine each student’s level of mathematical knowledge and understanding and build on that foundation. They are alert and sensitive to the diversity that exists in students’ prior learning experiences; individual learning approaches; family, cultural, and economic backgrounds; students’ interests; and their special needs. Teachers recognize the beliefs and attitudes toward mathematics that each student brings to the classroom and promote a respect for the value of mathematics. Teachers are aware that any of these factors, as well as others, can affect how students approach the learning of mathematics. Strategies for engaging all students may come from current research, collaboration, personal experience, and professional development.
Use this excerpt as a possible discussion as to address the underlined language and how it would look in the classroom, or what a teacher might need to do in order to include in their practice.
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33. Closure
Understand expectations set forth in Component 2 – Differentiation in Instruction.
Think about students that you differentiate for at this time, and the reasons (evidence) behind your purpose for differentiating.
Think about possible work samples, assignments, or assessments that provide information about the strengths and weaknesses of your students and bring to the next session! It is important to bring these in order to fully participate in the next session!
It is imperative that candidates bring these work samples, assignments or assessments in order to fully participate in the next session.
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34. Preparing for the Next Cohort Session
Gather work samples, assignments, or assessments to the next session to analyze for student strengths and weaknesses.
Begin to fill in the Contextual Information Sheet.
Draft the Instructional Context part of the written commentary.
Unpack Certificate Specific Standards for Knowledge of Students, differentiation, and reflection.
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35. Cohort members reflect on the session together
Any cohort member can take notes for the group
Teacher Liaison uses this form to share what’s happening in the cohort with the administrator
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36. Be Sure to Reflect on: Students Teaching Strategies
It’s essential that candidates take time to consider what they noticed about their students in reflecting on their teaching. As they reflect on their students, they may determine other teaching strategies they need to try or revisit based upon their student knowledge and the conversations today. It may be too much to ask to have them reflect on both, but perhaps it isn’t for your candidates. This is also an opportunity for candidates to share logistical information with you about the cohort session. Using this individual form may be a safer way for some candidates to share concerns or questions.
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