1. Direct Instruction & Differentiation

2. Lesson Plan Outline Unit goal you will be addressing
Standard that is addressed
Big Idea Concepts
Objectives
Materials
Anticipatory Set (hook or pre-assessment)
Input
Guided Practice
Independent Practice
Closing
Assessment/measurement plan

3. Anticipatory Set hook Link to prior knowledge Pre-assessment
Focus on what will be learned
“Wake up” and get ready for learning

4. Concept Share students the purpose for the lesson. Real Relevant
Allow them to “see” the destination

5. Input What will student learn? How will they learn it?
Thoroughly describe your teaching plan

6. Guided Practice Student practice Teacher is there to guide Wet cement
Watch for errors

7. Independent Practice Teacher is sure student is secure
Student extend learning
Create, make, design,
Make it real life
Applicable
Differentiated according to student readiness level

8. Closing
Bring the lesson to a close
Wrap it up
Share?
Questions?

9. Assessment/Measurement Plan
Identify how you will measure to what degree each student has met each of your lesson’s objectives.

10. Looking to your unit… What do you want to teach (concept)
What goal does this align with?
What standard does your goal relate back to?
What do your students to know & be able to do to understand the concept?

11. Work with a partner to evaluate a lesson
Goal, GLCE(s), Objectives
Anticipatory Set
Concept/Purpose
Input
Checking for Understanding
Guided Practice
Closing
Independent Practice

12. Differentiation is
An approach to planning curriculum and instruction for academically diverse learners honoring each student’s learning needs & maximizing each student’s learning capacity

13. Why Differentiate Instruction?
Students come
differentiated
Meets students at their
entry point

14. Is a teacher’s response to learner’s needs
Differentiation
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Respectful tasks
Flexible grouping
Continual assessment
Teachers can differentiate through
Quality Curriculum
Building Community
Content
Process
Product
Affect/Environment
According to students’
Readiness
Interest
Learning Profile
Through a variety of instructional strategies

16. What is Readiness? Not ability!
What a student knows, understands & can do in relation to what you’re teaching today!
Make the work a little too difficult
Provide the support kids need to succeed
Make your curriculum appropriately challenging for a range of learners

17. What the research says…
Effective learning takes place when the amount of task structure provided by a teacher matches a student’s level of development (Hunt, 1971)

18. What the Research Says…
A relationship exists between student achievement & a teacher’s ability to diagnose the student’s skills level & prescribe appropriate tasks (Fisher et al., 1980)

19. What the Research Says…
Classrooms where individual students worked at a high success rate have students feel better about themselves & the subject they were studying, as well as learning more (Fisher et al., 1980).

20. What the Research Says…
Student achievement is not likely to improve when teachers ask students to practice what they already know.
Student achievement is likely to be impacted negatively when teachers ask students to complete tasks that cause students ongoing frustration.
(Berliner, 1984, 1988, McGreal, 1985)

21. But How?
When you're creating a differentiated task, you really aren't about the idea of trying to find something totally different for each student to do. What you really are trying to do is have all of the students focus on the same big idea or essential understanding.
–Carol Ann Tomlinson, from an interview with Leslie J. Kiernan, 1996.

22. Where do I start? Grade Level Below Grade Level Above Grade Level
What do you want students to get from the lesson?
Below Grade Level
Examine what will get in their way and delete
Above Grade Level
Consider what distracters will challenge and incorporate

23. Where do I start? Grade Level Below Grade Level Above Grade Level
Examine how codes were used in quilts
Below Grade Level
Examine how codes can be used in conversations
Above Grade Level
Create a code language for items in our classroom & a key for interpretation

24. Where do I start? Grade Level
Create a time line that chronicles key events in Michigan’s history (date & explanation)
Below Grade Level
I’ll provide the time line graphic organizer and the key events. Kids put events in order and write a few sentences about each.
Above Grade Level
Students will examine the causes and effects of key events in Michigan’s history

25. Where do I start? Grade Level Below Grade Level Above Grade Level
What do you want students to get from the lesson?
Below Grade Level
Examine what will get in their way and delete
Above Grade Level
Consider what distracters will challenge and incorporate

26. For Next Time Lesson Completely written out
All student materials created
3 levels of independent practice
Struggling, instructional, advanced