1. Differentiated Instruction “Meeting the Needs of All Students”
Gary Carlin
Tel.: (718) (917)
Tuesday, November 6, 2012
Wings High School

2. Next Progress Report B

3. Build on Summaries
How much do your students really care and show you they want more about what they were learning?
What data could you report on how much your students have learned each day, understand, and can apply to justify your teaching practices?
Can they all defend their ideas, beliefs, and conclusions --- by different applications?

4. In the Simplest Sense … Differentiated Instruction …
… is the process of learning about students’ needs and interests …
… and using that knowledge to guide instruction.

5. Charlotte Danielson’s Framework for Teaching
Domain
Competencies
1. Planning and Preparation
1e Designing Coherent Instruction
2. The Classroom Environment
2b Establishing a Culture for Learning
2d Managing Student Behavior
3. Instruction
3b Using Questioning and Discussion
3c Engaging Students in Learning
3d Using Assessment in Instruction
CIE - NYC DOE Priority Competencies

6. 1e: Highly Effective Designing Coherent Instruction
“Plans represent the coordination of in-depth content knowledge, understanding of different students’ needs and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity. These are differentiated, as appropriate, for individual learners. Instructional groups are varied as appropriate, with some opportunity for student choice. The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs.”

7. The Elements of Competency 1e
Lesson (& Unit) Structure
Clear and sequenced to advance students’ learning
Learning Activities
Instruction designed to engage students and advance them through the content
Instructional Materials and Resources
Appropriate to the learning needs of the students
Instructional Groups
Intentionally organized to support student learning

8. “Advance Students Through the Content”
“Process” – Learning Activities
Use of Key Skills (Scaffolded)
Address Key Concepts: Essential Ideas and information

9. Learning Activity Engage: Interest and Provide Choice
Task: Question (Open-Ended, Inquiry)
Discussion: Challenge Beliefs/Hypothesis
Extend Understanding: Connections/Apply

10. Student Choice Process (Activities)/Products (Understanding)
Materials & Resources
Technology
Student Groupings

11. Pathways for Differentiation
Several pathways or TIERS for students to arrive at an understanding, using different levels of:
… Complexity
… Abstractness
… Open-endedness
Different options for products

12. Teacher Role Observe – LISTEN!!! Collect Data Focus/Redirect
Don’t “Lock-In” to a Group

13. Special Education, reminds us …
Supported Resources & Materials
“Process Maps” – Steps for Sub-/Tasks
Templates/Graphic Organizers
Additional Resources, Materials & Hints

14. Three Groups for All Learning Activities
A = Resource Groups
B = Core Groups
C = Advanced Groups

15. Check Understanding Summaries – In your own words Tasks
Challenge/Defend
“Data Collection/Story”

16. Content Examples Social Studies: Divine Right Science: Homeostasis
Math: Inequalities
English: Metaphors and Similes
Art: Perspective
PE: Setting the Defense
Foreign Language: Eating a Meal

17. A- Resource Group Create activities that: Define with explanation
Describe intent or phenomena in detail
State examples and non-examples and/or closely related examples
Connect to a previous learning in terms of being the same and/or different

18. Model (A): Allergies Activity
Provide Group A with an article about “Allergy-Free New York”.
Describe an allergic reaction and identify specific examples of plants and trees that produce allergies for New York Residents. And discuss: the “best” treatment and prevention allergies.

19. B – Core Group Create activities that:
Description that defines and uses multiple examples to support the ideas/concept
Explain in their own words an effect, outcome or desired usage
Analyze a specific situation involving the concept

20. Model (B): Allergies Activity
Provide Group B with an article about “City's Million Tree Plan Is Bad For Allergies ”
Describe an allergic reaction that is produced from plants and trees and which plant/tree sources produce the most severe reactions and why. And then discuss: how the residents and City of New York could make better choices in selecting trees and shrubs for our roadways and parks.

21. C – Advanced Group Create activities that:
Compare & Contrast different texts
Analysis of a specific application or situation with unique characteristics
Application to beliefs/feelings, real world or to patterns/trends

22. Model (C): Allergies Activity
Provide Group C with an article about “City's Million Tree Plan Is Bad For Allergies ” and “Is It Really the Worst Allergy Season Ever This Time?”
Using the two articles, compare and contrast the impact of NYC trees on the residents. And then discuss: how street trees should be selected to “best please everyone”- for those lost during Hurricane Sandy, and why.

23. Products
Different groups used same and/or different resources (i.e. informational texts, manipulatives, online sources) to create products.
Groups A, B &C each have the same task but individual student groups can work differently and produce different products to demonstrate understanding.
Products also represent a “summary” of their understandings and skill development for the selected process.

24. Learning Activity Template
Purposeful Grouping
Differentiation
Technology
Informational Text(s)
Resources
Rigor (Dok)
Data Collection
Assessment

25. Q & A
1. Questions
2. Clarification
3. Concerns
4. Comments