1. T-TESS Levelland ISD August 18, 2015
Differentiate, Monitor and Adjust Dimensions 2.4 & 2.5
Donna Pugh
Shannon Copeland

2. https://mobileiphone.symbaloo.com/mix/ t-tessdiffer-adjust
Lesson Frame
We will identify the components of the differentiation, monitor and adjust dimensions of the Teacher Evaluation and Support System (T-TESS)
I will identify similarities between the components of the differentiation, monitor and adjust dimensions of the Teacher Evaluation and Support System (T-TESS) and various Fundamental 5 components.
t-tessdiffer-adjust

6. Learning Styles Knowledge Sharing Individual Needs Assessing Knowledge
Distinguished descriptors
Groups:
Accommodations:
Lessons that address:
Remediation
Cooperative
Ability
Enrichment
Collaborative
Choice of assignments based on ability
Extended time
Note-taking assistance
IEPs, ELLs, BIPs
Auditory
Visual
Kinesthetic
Learning Styles
Knowledge Sharing
Individual Needs
Traditional assessments – differing length of work
Written reports/papers
Art/Video projects
Oral reports/presentations
PowerPoint/Prezi presentations
Skits/Songs/Dances
Assessing Knowledge

7. How will the instructional strategies address all students’ learning needs?
How do you provide differentiated instructional methods within your lessons?
How will the lesson engage and challenge students of all levels?
Why is it important to provide varied options for student mastery?
Why is it important to provide multiple strategies to teach and assess students?

8. Differentiation vs Fundamental 5
4 Descriptors
5 Critical practices
*Adapts lessons to address individual needs of students
*Monitors the quality of student participation and performance
*Provides differentiated instructional methods and content *Recognizes when students become confused or
disengaged and responds ( Proactively minimize confusion in the Power Zone)
*Frame the lesson (mental filters)
*Work in the Power Zone (Work area, lecture area, Power Zone)
*Frequent, Small-Group, Purposeful Talk *Recognize and Reinforce
*Write critically

9. Extension of the last differentiation descriptors

10. Monitor/Adjust vs Fundamental 5
3 Descriptors
5 Critical practices
*Gathers input from students in order to monitor/adjust to student needs
*Adjust student activities to maintain student engagement
*Uses discreet and explicit checks for understanding through questioning/feedback
*Frame the lesson (mental filters)
*Work in the Power Zone (Work area, lecture area, Power Zone)
*Frequent, Small-Group, Purposeful Talk (misconceptions can be identified quickly while monitoring in the Power Zone) *Recognize (successes) and Reinforce ( builds habits and understanding)
*Write critically (process rather than end product)
“Reinforcing effort can help teach students one of the most valuable lessons they can learn – the harder you try, the more successful you are” (Marzano, 2001).
Simple list, short comparison paragraph, mind map, purposeful note-taking, exit ticket, formal essay or term paper.

11. How do you maintain all students’ attention during the lesson
How do you maintain all students’ attention during the lesson? How do you decide on the types and frequency of questions you ask during a lesson to monitor and check for understanding? Why is it important for teachers to ask higher-order questions during a lesson? How do you provide opportunities for all students to respond to your questions? Why is it important to provide wait time? How do you decide on the type of feedback you provide to students? How do you use student feedback to make adjustments to your instruction, activities or pacing? How do you engage students in providing quality feedback to one another?

12. Differentiated Lesson
Four Elements for Differentiation
GROUP 2:
Research the four ways a teacher can differentiate instruction. Provide an applicable example of each.
GROUP 1:
Using the iPads (phones), discover the four ways in which a teacher can differentiate instruction and explain each.
GROUP 3:
Select a lesson that you will teach. Considering the four ways in which a teacher can differentiate, write the three different strategies you could use to teach the selected lesson.

13. MY GOAL IS…
(include:
name,
school &
goal)