1. Differentiated Instruction for Coaches Presented by: Shabana Ahmad-Farook, Mathematics Instructional Specialist Cara Hayden, Mathematics Instructional Specialist Kimberly Pirtle, Mathematics Instructional Specialist Carol Sheffield, Mathematics Instructional Specialist

2. What are your teachers doing with their Embedded Assessment data? Share best practices with the group: – Differentiated Instruction – Re-teaching – Remediate – Enrichment – Tutorials Do you have any unresolved issues regarding Embedded Assessments? Chart Paper: 20 minutes Discussions: 15 minutes

3. Differentiated Instruction “Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike.” — Carol Ann Tomlinson (2000)

4. The above list was adapted from the following resources: Benjamin, Amy. 2002. Dispelling some myths about differentiated instruction. Differentiated instruction: A guide for middle and high school teachers. Larchmont, NY: Eye on Education. Wormeli, Rick. 2005. Busting myths about differentiated instruction. National Association of Secondary School Principals. http://wwwfindarticles.com. Accessed October 1, 2007. What Is Differentiation? YESNO Choice Variety of assessments Working together Open-ended assignments Multiple learning modes Connections across disciplines Different teaching styles Means lack of mastery Unbalanced workloads Brighter students teach others Not fair

5. How Is it Implemented? Implementation looks different for each student and each assignment. Before beginning instruction, teachers should: 1.Use diagnostic assessments to determine student readiness: formal or informal (Embedded Assessments, Fall Diagnostics) give pre-tests, question students about their background knowledge, or use KWL charts Results used to drive instruction 2.Identify student learning styles and environmental preferences. Learning styles can be measured using learning style inventories. ask students how they learn best and by observing student activities. determining whether students work best in large or small groups environmental factors might contribute to or inhibit student learning

6. ContentProcessProduct According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

7. Comparing Classrooms Traditional Classrooms vs. Differentiated Classrooms Envelope A contains how a Traditional Classroom looks and Envelope B contains how a Differentiated Classroom looks. Match the strips from Envelope A with the strips from Envelope B. With the provided master copy – you can do the same activity with your teachers to discuss what Differentiated classes should look like. Activity: 20 minutes

8. Learning Menus Empowering students through CHOICE while ensuring adherence to important LEARNING GOALS.

9. What are Learning Menus? Kinds of Learning Menus Learning menus outline a variety of instructional options targeted toward important learning goals. Students are able to select the choices which most appeal to them. The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc. MENU: Main Dishes, Side Dishes, and Desserts (for younger learners). AGENDA: Imperatives, Negotiable, and Options (for older learners). THINK TAC TOE: Complete a row, column or diagonal line of activities. All three options can be differentiated according to interest, learning profile, or Readiness.

11. Non- negotiable

13. “There is nothing so unequal as the equal treatment of unequals.” —Thomas Jefferson

14. How are your teachers going to review the Fall Diagnostic with their students? Open floor discussion : – Have you discussed with your mathematics team how they plan on reviewing the fall diagnostic? By Strands Games/Competition Grouping Strategies Menu Planners – What will your intensive teachers target?

15. Create a Fall Diagnostic Review Action Plan for your School Using the Provided form, create an action plan for your school site. (Think about who is responsible for tasks and completion dates.) When will teachers review data? Who will assist teachers with reviewing their data? What will they cover? (Regular teachers vs. Intensive teachers) When will they review the diagnostic? Who will monitor the teachers reviewing the diagnostic. Development of Action Plan: 15 minutes Discussion: 15 minutes

16. Needs Assessment Your needs as a coach are important to us. Please complete the Needs Assessment so we can provide you meaningful and purposeful Professional Development Have a great weekend!

17. “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” William Arthur Ward William Arthur Ward

18. Mathematics Capacity Development Team Michelle White, Mathematics Manager Michelle.white@palmbeach.k12.fl.us Thank you for all that you do for our students! Shabana Ahmad-Farook farook@palmbeach.k12.fl.us Bobbie Brooks brooksb@palmbeach.k12.fl.us brooksb@palmbeach.k12.fl.us Dale Carothers carothers@palmbeach.k12.fl.us Cara Hayden haydenc@palmbeach.k12.fl.us haydenc@palmbeach.k12.fl.us Carla Clayton-Lewis claytoc@palmbeach.k12.fl.us Altoria Henley altoria.henley@palmbeach.k12.fl.us altoria.henley@palmbeach.k12.fl.us Sharon Martinez martinezs@palmbeach.k12.fl.us Kim Pirtle pirtlk@palmbeach.k12.fl.us Carol Sheffield sheffic@palmbeach.k12.fl.us Noel Elvir Noel.Elvir@palmbeach.k12.fl.us