1. Job Embedded Training March 28, 2012 Carol Muzny, Instructional Coach

2. Jot down a few of your students who would be at the tip, in the broad center, and at the stem.

3. I can create differentiated activities with my teams help so that all learners reach a chosen standard.

4. What does a Differentiated Classroom look like? A Differentiated Classroom, Really?

5. Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. Carol Ann Tomlinson

6. Stop and Reflect… Disagree Somewhat Disagree Neutral Somewhat Agree Agree Grade level standards are the focus of all my instruction Write your answer on the back of your leaf.

7. BIG QUESTION: How can I use available resources to differentiate in my classroom so its not such an overwhelming task?

8. There are many different ways to differentiate an instructional plan. Not every lesson needs to be differentiated; some lessons lend themselves well to a particular strategy, but for other lessons, whole group instruction may be more effective or simply more manageable. Consider your options and choose what works best for you and your students.

9. Step 1: Skills and Concepts Are all students expected to learn the same skills/concepts at the same level of difficulty/complexity? YES Consider differentiating the assessment or the activities NO Consider differentiating the difficulty of the skills and concepts being taught.

10. Use a tool such as NWEAs DesCartes to identify the levels of difficulty appropriate for each student or group of students. Decide what each student will be accountable for learning. Consider: group students for instruction based on their level of readiness using RIT scores or other assessments (DIBELS, pre-assessments, exit-slips) as a guide. If there are any students significantly above or below the rest of the group, consider ways to develop independent projects or assignments at an appropriate level of difficulty. Next

11. Step 2: Assessment – How will the students show what theyve learned at the end of the lesson, unit, or project? Will all students be given the same assessment? YES Consider differentiating the activities/lessons NO Consider these options for differentiation by adjusting the difficulty of the assessment.

12. Can the assessment/expectations be adjusted to levels appropriate for each student or group of students? Consider: Leveled tests/assignments - Start with the assessemnt you would normally use. Use a tool such as Descartes as a guide to adjust the difficulty or complexity of each question or requirement. Rubrics or Checklists – These are especially useful for projects. Create a rubric that would be appropriate for students in the middle. Use DesCartes as a guide for increasing or decreasing the level or difficulty for use with other students. Next

13. Step 3: Activities and Lessons Would any of these lessons be logical choices for differentiation? YES Consider these options for differentiating the activity. NO Consider differentiating the learning materials

14. Could a lesson be made more simple or more complex? Consider differentiating directions SimpleDetailed Specific Open-Ended One step at a time Multi-step Consider differentiating complexity of the assignment ConcreteAbstract Hands-on Theoretical Teacher-led Student -led

15. Consider using tools or manipulatives that could allow for differentiation Allowing some students to use a calculator Provide audio version of text for some students Provide manipulatives, visuals, or other tools that fit students learning styles or needs. Create a graphic organizer that supports the text. Use a variety of instructional strategies Consider using Lexile (www.lexile.com) or Scholastic Teacher Book Wizard (http://bookwizard.scholastic.com) to help match students to appropriate reading materials.www.lexile.comhttp://bookwizard.scholastic.com

16. For more information www.foridahoteachers.org/strategies.htm Alternative Assessments Anchor Activities Appointment Clocks Centers and Stations Cubing Curriculum Compacting Homework Options Jigsaw KWL Charts Learning Contracts Literature Circles Menus/ Agendas Orbitals Question Choices Reading Buddies Reflection/ Response ScaffoldingThink-Tac-ToeThink-Pair-Share Tiered Activities Tiered Rubrics Varied Organizers Varied Products Varied Texts Ways to Differentiate Instructional Strategies

17. How do I know what kids need what kind of differentiated instruction? Teacher professional judgment Formative assessments Anecdotal jot-downs Results from progress monitoring Pre-Assessments MAP RIT bands

18. How do I know what to teach kids in each group? Build Instructional Ladders based loosely on DesCartes RIT bands). The focus must stay firmly on the standards. Use the DesCartes subheadings to help you match standards to activities. To NWEA

19. How can I possibly develop lessons for each group? TEAMWORK Video Clip – Team Planning at Ft. Wright

20. Are you ready? Exit Slip -