1. Foundations for Differentiation Part 2
Presented by
Rebecca Lopez and Jon Mitteness

2. Outcomes Explain the purpose of Differentiation
Review steps 1 and 2 of the Phase In Model
Plan how to Incorporate steps 3 and 4 of the Phase In Model
Identify:
Essential questions for differentiation.
What to differentiate
How to differentiate
Analyze a lesson to determine the WHAT, HOW and WHY for differentiation.

3. Reflection Table discussions on the implementation of phase 1 or 2.
-What went well?
-What were some of the challenges?
-Are any of your classes ready for phase 3?
-What questions do you have regarding phase 1 and phase 2?

4. Differentiation …
Means that you consistently and proactively create different pathways to help ALL students be SUCCESSFUL.
Kids At Hope Philosophy

5. Getting Ready to Differentiate
Scaffolding behaviors to successfully have students working independently.
Building independence so teacher could focus on small group direct instruction.
Preteach
Reteach
Assess
Enrichment

6. Phase In Model Phase 1: Whole Class- One Task- Teacher Monitors
Phase 2: “Menu” Introduction – Two Tasks- Teacher Monitors
Phase 3: “Menu” in place- Multiple Tasks- Teacher pulls one targeted needs group
Phase 4: Students using the menu and working independently-Teacher pulls multiple targeted needs groups
How much time is required at each phase?
When your students are successful at consistently working independently.
Debriefing time will help move the process along.
Today we will only focus on phase 3 and 4

7. Phase Three
Students are introduced to the concept of the teacher working with a small group and the “no interruption” concept.
The “menu” is fully in place with two must do’s and one may do activity.
The teacher pulls one targeted needs group for re-teaching, or pre-teaching based on observation or assessment data.
The teacher gives 5 to 7 minutes of intervention, then monitors the whole group before ending and debriefing.
Remember the focus is still on training your students behaviorally to perform at a consistent level of independency.
Debrief
Review sample menu packet for ideas.

8. Phase Four
Students are regularly and independently working off of a “menu.”
Teacher is pulling multiple targeted needs groups for intervention and extension of lesson activities.
Time allotted grows to meet the needs of the students and the curricular focus. It also might be split into different sessions, depending on the focus of the lessons.
Menu items are specific to the individual learner based on needs assessments.
Remember to Debrief at the end of each differentiated instructional session!

9. Ultimate Goal Students work independently and use “Menu”
Flexible groups being pulled, monitored and adjusted
Accountability system in place
Teacher to routinely provide feedback on work
Table conversation on ways to provide student feedback
Teachers who are willing to allow all students to become responsible and accountable, have the most opportunities to practice pre-teaching, re-teaching and extension activities with students.

10. Anchor Activities
Ongoing activities that students can work on independently that provide meaningful (practice at the application level) work for students when they have either finished an assignment or when the teacher is working with a small group.
It always ties in to the current content and instruction.
Students are held accountable for the work.
It is NOT busy work or seat work. No Drill and Kill!
Things to consider when planning anchor activities: What data am I using to support my differentiated lessons? How am I tracking student progress? How am I monitoring the flexible grouping patterns and when do I change them?

11. Criteria for Anchor Activities
Reinforce or make new connections with the learner
Provide a different pathway in order to strengthen the existing connections
Appropriate challenge level for the student.
Restate the fact that this is not a center rotation where all kids rotate through the same activities, it is not busy work or seat work, the work needs to be meaningful to the individual students application of content and skills.

12. Sample Anchor Activities (suggested but not limited to)
Writing Journals
Independent Reading with purpose (ie: making connections)
Content-related reading
Reading application activities
Word work activities
Math fact practice or skill work
Art projects that demonstrate content knowledge
Compose songs or poems illustrating understanding of content
Independent projects or studies
Small group projects
Extensions
Discuss that anchor activities should be thoughtful in terms of meeting a planned purpose. What, how and why are the considerations.

13. How do I differentiate?
JIGSAW article Everyone read the introduction first.
Pg. 36- “Hazy Lesson”
Pg. 38- “Two Essentials for Durable Learning” and “Levels of Learning”
Pg. 40 “Where Do Standards Fit In?”
Pg. 42 “Learning Levels: A Case in Point” and “Curriculum Elements”
Pg. 44 “Joining Learning Levels and Curriculum
Reference Key Points from the JIGSAW article.
The Differentiated Classroom by Carol Ann Tomlinson: Chapter 5

14. Levels of Learning Facts Concepts Principles Attitudes Skills
Discrete bits of information
Concepts
Categories of things with common elements that help us organize, retain, and use information.
Principles
Rules that govern principles
Attitudes
Degree of commitment to idea
Skills
Capacity to put to work the understandings gained
Connect to DOK. When planning activities, what dok are you wanting your student to move to? Look at the sample in your packet for ideas.
You need to know what your standards are for DOK, where your students are at and where they need to be.

15. Three Questions to Ask for Differentiation:
Why is the teacher differentiating?
What is the teacher differentiating?
How is the teacher differentiating?

16. Differentiate the WHY Reasons for modifying the learning experience.
Access to learning
Motivation to learn
Efficiency of learning
Excerpt from Tomlinson book
“We can’t learn that which is inaccessible to us because we don’t understand it. We can’t learn when we are unmotivated by things that are far too difficult-or too easy- for us. We learn more enthusiastically those things that connect to our interests, and we learn more efficiently if we have a suitable background or experience. We also learn more efficiently if we can acquire information and express our understanding through a preferred mode.”

17. Differentiate the WHY
“We can’t learn that which is inaccessible to us because we don’t understand it. We can’t learn when we are unmotivated by things that are far too difficult-or too easy- for us. We learn more enthusiastically those things that connect to our interests, and we learn more efficiently if we have a suitable background or experience. We also learn more efficiently if we can acquire information and express our understanding through a preferred mode.”
Carol Ann Tomlinson

18. Differentiating the WHAT
Content
What the students will learn
The materials they use to learn the content
Process
Activities through which the student make sense of the key ideas and essential skills
Product
How the students demonstrate their understanding and extensions of their understanding as a result of learning content
Learning Environment
Classroom conditions that set the tone and expectations of learning
Reference Flow chart hand out.

19. Differentiating the HOW
Readiness
Skills
Content
Concepts
Interest
Hobbies
Likes
Dislikes
Learning Profile
Multiple Intelligences
Strengths and Weaknesses
Modality Preference

20. Analyze a Differentiated Lesson
Carousel Activity
Read your assigned article.
Discuss with your team and determine:
WHAT the teacher differentiated.
HOW the teacher differentiated.
WHY the teacher differentiated.
Be prepared to share.

21. Key Elements to Managing a Differentiated Classroom
Organizing the classroom
Establish student expectations
Managing flexible student groups
Shared responsibility for learning
Groups: K-2, 3-5, 6-8, Special Areas, SPED choose grade level to join
Discuss the 4 key elements and record ideas on graphic organizer
Be prepared to share out ideas

22. Outcomes Define Differentiation Explain the purpose of Differentiation
Identify steps of the Phase In Model
Plan how to Incorporate the Phase In Model
Use management tools and ideas for a Differentiated classroom
Group 1 what is the definition of differentiation?
Group 2 What is the purpose of differentiation?
Group 3 Describe Phase 1 and phase 2 for implementation
Group 4 Summarize some of the management techniques that were discussed.

23. Application- My Big Campus
Plan and implement a differentiated lesson at a Phase four level.
Post in the discussions what went well and what made it successful. Include any questions or challenges that you want feedback on. Please indicate the grade level and content. (1 incentive point)
Upload the menu and student work samples for 2 additional incentive points. (scan, take a picture, etc)