1. PHILIPPE ERNEWEIN DIRECTOR OF EDUCATION DENVER ACADEMY WWW.REMEMBERIT.ORG DI: Mindset, Theory & Practice or Best Practices For Engaging All Students Part Two

2. Checklist [chek-list] Noun. Also, check list: list of items, as names or tasks, for comparison, verification, or other checking purposes. 1853, Amer.Eng., from check + list. Two words until c.1880; hyphenated until late 20c.

3. DO NOW: a checklist 1.When you think about teaching and learning, what is on your checklist? 2.What are the items that are critical for a successful learning experience?

5. Premise Decisions we make about instruction should be the best ones for the students in our classrooms. The model of Differentiated Instruction is an excellent “checklist” that can help make this possible.

6. What & Why? Differentiated Instruction applies an approach to teaching and learning so that students have multiple options to take in information and make sense of ideas. Because we know students: – Learn at different rates – Need different degrees of difficulty – Have different interests – Learn in different ways – Need different support systems

7. “Teaching a room full of learners the same thing in the same way over the same time span with the same supports and expecting good results from all students has never happened and never will.” -Carol Anne Tomlinson, University of Virginia

8. Daily -5-step -RELiC -Review -PRES Weekly -Journal -Games -Assessments -MOTW Monthly -Projects -Conferences -Presentations

9. At the Core of Differentiated Instruction… Student Traits Readiness Level Interest Learning Profile Affect Classroom Elements Content Process Product Learning Environment

10. Classroom Elements ContentProcessProductLearning Environment

11. Student Traits ReadinessInterestLearning ProfileAffect

12. T/P/S: Think back to your checklist… Where were you already taking the elements of differentiated instruction into account? What can you add to your checklist? Why are you adding it?

13. Tiered Approach: definition An instructional approach designed to have students of differing readiness levels work with essential knowledge, understanding, and skill, but to do so at levels of difficulty appropriately challenging for them as individuals at a given point in the instructional cycle.

14. Tiered Approach: critical elements Clearly establish what students should know, understand and be able to do Share a clear target with the students Think about readiness levels: pre- assessment/on-going Develop enough versions of tasks/products to challenge a range of learner

15. Objectives: my promise 1.We will have a working knowledge of DI and we will be able to answer the questions of what, why & how. 2.We will design & share examples of RAFT & GRASPS. 3.We will engage in the reflective processing required to start identifying the “Story of Self, Us & Now.” 4.We will explore the importance of the 4 structures & apply them to our classrooms.

16. RAFT: quick hitter ROLE of the writer AUDIENCE to whom the product is being directed FORMAT of the product being created TOPIC of the product

17. RAFT: with a partner 1.Decide of an objective you will teach. 2.Identify the key points/concepts card. 3.Create a RAFT that supports the review and/or assessment of that objective.

18. ROLE of the writer AUDIENCE to whom the product is being directed FORMAT of the product being created TOPIC of the product 1.Decide of an objective you will teach. 2.Identify the key points/concepts card. 3.Create a RAFT that supports the review and/or assessment of that objective.

19. Continuum of Assessments Informal Checks/ Lesson Summarizing Observation & Dialogue Tests & Quizzes Performance Tasks

20. Classroom Assessment Strategies Multiple Choice True-False Matching Selected Response Fill-in-the- blank (words, phrases) Essay Short answer (sentences, paragraphs) Diagram Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self- assessment Peer review Constructed Response Performance Assessment Informal Assessment

21. 21 Performance Tasks & Assessments...... often occur over time... result in a tangible product or observable performance... encourage self-evaluation and revision... require judgment to score... reveal degrees of proficiency based on criteria established and made public prior to the performance... sometimes involve students working with others -Marzano, Pickering, & McTighe

22. 22 What is a Performance Task? A performance task is a complex scenario that provides students an opportunity to demonstrate what they know and are able to do concerning a given concept. A teacher is asking students to show that they can use the knowledge and skills they learned in an authentic real life situation.

23. GRASPS: performance assessment G: GOAL-provide a statement of the task -establish the goal, problem or obstacle in the task R: ROLE-define the role of the students in the task -state the job of the students for the task A: AUDIENCE-identify the target audience -examples: client, committee

24. GRASPS: performance assessment S: Situation-set the context of the scenario -explain the situation P: Product or Performance -clarify what the students will create and why they will create it S: Standard-provide students with a clear picture of success -identify specific standards of success -share rubrics or create with students

25. 25 GRASPS Ideas G Design, teach, explain, inform, create, persuade, defend, critique, improve R Advertiser, illustrator, coach, candidate, chef, engineer, eyewitness, newscaster, editor, news show host, politician A Board members, neighbors, pen pals, travel agent, jury, celebrity, historical figure, community, school board, government S The context of the situation – Create a real life scenario. P Advertisement, game, script, debate, rap, banner, cartoon, scrapbook, proposal, brochure, slide show, puppet show S What success looks like: Scoring guide, rubric & examples

26. GRASPS: 2 nd grade math Goal Your task is to create an excel spreadsheet survey by surveying the class as to which was their favorite lunch food. RoleYou are a survey taker and you need to obtain your data by surveying your classmates on your specific food type. AudienceYou are letting your classmates and the school cafeteria manager know which food turned out to be the class favorite.

27. S: SituationThe challenge involves gathering data and then displaying that data in an excel spreadsheet. P: Product or Performance You will create an excel spreadsheet using the data you obtained and share it in a letter to the cafeteria manager. S: StandardYour product must meet the following standards: Letter is written correctly and contains correct data displayed in cells and also displayed into a chart.

28. 28 Favorite Fruits For Lunch Peaches 10 Pears8 Pineapples5 Apple2 Banana1 Letter Dear Mrs. Critten, I took a survey of my second grade class to see which fruits students like best for lunch.

29. ACCESS: rememberit.org -click on EDUPRIZE link (upper right) -GRASPS Starter Kit & Examples 1.Decide of an objective you will teach. 2.Identify the key points/concept card. 3.Create a GRASP that supports the review and/or assessment of that objective.