1. Differentiated instructional strategies
SSHS
PLC
March 1, 2012

2. Logistics Make-up Options Adams State College Credit - Website
share an article
peer observation
lunch session – time TBA)
Adams State College Credit - Website
Special emphasis

3. Session 2: Planning a Differentiated Lesson
Essential Questions:
What is differentiation?
How do we meet students’ needs in our day-to-day instruction?
How does assessment data drive instruction?
What are the steps we take when intentionally planning for differentiation?
Objectives:
Review our common frame of reference.
Sequence the key steps of planning a differentiated lesson.
Assess our own process of planning for differentiation.
Review models and templates for planning differentiated instruction.
Develop our own lessons using tools for planning.

4. Results of Pre-assessment
Practices
Tools and Strategies
Choice Boards/Choice Menus
Compacting*
RAFTS
Writing Frames
Think Dots/Cube Activity
Process Differentiation
Product Differentiation
Instructional Planning:
1. Pre-assessment
2. Ongoing/Formative assessment
3. State/School data use
Flexible Instruction:
#14
#11
#20
#17

5. Review Session 1: Developing a Common Frame of Reference
Find Someone Who…

6. Planning: Key Steps We Take
Before
Assess unit within its place in the bigger picture of the year’s curriculum
Determine desired standards, content, and outcomes.
Goals
Enduring Understandings
Essential Questions
Determine misconceptions
Consider students
Students on the fringe
Specific skills and interests
Prior/Background knowledge
Pre-assessment
During
Decide on best strategies for reaching goals
Include movement and technology in delivery of learning experiences
Student groups
Modules based on student needs
Provide modeling
Provide appropriate practice
Survey notebooks and resource, activities, etc.
Assess and evaluate
Adjust “on the fly”
After
Check for understanding
Analyze assessment data
Ask ourselves, “What worked?”
Consider student motivation
Think about the experience from the students’ perspective.
Rethink and review
Help!

7. Choice Activity: Differentiation for Readiness
Group 1:
Continue the discussion from Session .
Further discuss and clarify definitions and examples of differentiation.
Group 2:
Sequence the key steps of planning a differentiated lesson using a sorting activity and a graphic organizer.

8. Key steps in planning a differentiated lesson.
-Making Differentiation a Habit, Diane Heacox, pg 9

9. Discussion: Connecting Wormeli’s ideas to our own practice
Using the process and ideas in Chapter 2 and the lesson you brought as an example, answer the following questions: Use page 18 if didn’t read
What confirmations did you have about your own practice?
What are you missing?
Where would you like to focus?

10. Tools for Planning Binders (tiering/planning) Electronic Resources
Continuum
Habits of Differentiation
The Flow of Instruction in a Differentiated Classroom
NEW: Differentiation Cube
Differentiated Learning Plan *Also electronic*
Tiered Lesson Planning Chart
Responsive Teaching from UbD
Electronic Resources
Extended Differentiated Lesson Plan
Designing Tiered Assignments – Making Differentiation a Habit
Unit Planning Form – Differentiated Activities and Assessments Using the Common Core Standards
Differentiated Learning Lesson Plan - Making Differentiation a Habit

11. Applying Planning Tools to Our Practice:
Applying Planning Tools to Our Practice: differentiating process to reach a common objective
Start Small!
Tips on page 139
Objective: Develop our own lessons using tools for planning.
Option 1:
Develop a Lesson
-Use one of the lesson planning templates to rework your lesson or create a new lesson with an intentional plan for differentiation.
Option 2:
Focus on Tiering
-Focus on the brainstorming and grouping of learning experiences (tiering) following the model on page 34/39 OR “Tiered Lesson Planning Chart” OR “Unit Planning Form”.

12. Wrap-up
Share
Homework:
Read Chapter 3