1. Fall Cohort 2009 Cypress Springs High School Differentiated Instruction

2. A “ Typical ” Day in a D.I. Class predictable, not rigid, schedule blocks of time for units of study procedures defined and in place students assuming responsibility voice and choice for students a variety of materials are in use flexible grouping occurs regularly daily reflection on learning regular community gatherings (for fun and problem solving)

4. Is a teacher's response to learner's needs Guided by general principles of differentiation Instruction that meets the needs of each student Concept-based Curriculum KUD Differentiated Instruction Ongoing Assessment Teachers can differentiate through Through a variety of instructional strategies ProductContentProcess Building Community Readiness According to students' Learning Profile Interest

5. Ways in Which Individuals Differ Prior Knowledge or Skill Expertise Learning Style Preference Learning Rate Motivation, Attitude, and Effort Cognitive Ability Interest, Strength, or Talent

6. Assessing Student Readiness Differentiation begins by knowing each student’s level of readiness for a specific unit or skill. Teachers have a variety of formal and informal pre- assessment tools they can use to gather information about their students and plan appropriately challenging instruction.

7. Assessment in a Differentiated Classroom Assessment drives instruction. (Assessment information helps the teacher map next steps for varied learners and the class as a whole.) Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. (Pre-assessment, formative and summative assessment are regular parts of the teaching/learning cycle.) Teachers assess student readiness, interest and learning profile.

8. Assessment of Prior Knowledge Guidelines It can be conducted in a variety of ways, including whole group, small group, or individually. It should be short and preferably informal. It should not be graded.

9. Informal Assessments Formal Assessments KWL Charts Journals Parent Letters Lists & Surveys Products Conferences Concept Maps Observation Checklists Standardized Tests Chapter or Unit Textbook Exams Textbook or Teacher-made tests Essays District Assessments Collections of Portfolio Work Over Time

10. Should be purposeful:  may be based on student interest, learning profile and/or readiness  may be based on needs observed during learning times  geared to accomplish curricular goals (K-U-D) Implementation:  purposefully plan using information collected – interest surveys, learning profile inventories, exit cards, quick writes, observations, etc.  list groups on an overhead; place in folders or mailboxes  “ on the fly ” as invitational groups Cautions:  avoid turning groups into tracking situations  provide opportunities for students to work within a variety of groups  practice moving into group situations and assuming roles within the group

12. Instruction that Meets the Needs of Each Student (ALL Students) Humans Learn Best with Moderate Challenge Through increased understanding of both psychology and the brain, we now know that individuals learn best when they are in a context that provides a moderate challenge and the process of connecting the unfamiliar to the familiar (zone of proximal development). All students must continue vigorous, new learning that is moderately challenging or they risk losing brain power and engagement. (C.A. Tomlinson)

13. What “zone” is each of your students in? Too easyOn TargetToo Hard I get it right away…I know some things….I don’t know where to I already know how…I have to think…start… This is a cinch…I have to work…I can’t figure it out… I’m sure to make an A…I have to persist…I’m spinning my wheels... I’m coasting…I hit some walls…I’m missing key skills… I feel relaxed…I’m on my toes…I feel frustrated… I’m bored…I have to regroup…I feel angry… No big effort necessary…I feel challenged…This makes no sense… Effort leads to success…Effort doesn’t pay off…

14. According to Readiness The current knowledge, understanding, and skill level a student has related to a particular sequence of learning (not general ability). The goal of readiness differentiation is “first to make the work a little too difficult for students at a given point in their growth and then to provide the support they need to succeed at the new level of challenge.”

15. Example: Tiered Assignment Tier 1 (Below grade level): Find a way to count and show how many students are in our class today. Be ready to tell how you found out the answer.

16. Example: Tiered Assignment Tier 2 (On grade level) Find a way to count and show how many students are in our class today. Count how many are absent today. Be ready to tell how you found your answers.

17. Example: Tiered Assignment Tier 3 (Above grade level) Find a way to count and show how many girls are in our class today. Count and show how many girls are absent today. Count and show how many boys are here today. Count and show how many boys are absent today. Be ready to prove you are right.

18. Diner Menu—Photosynthesis Appetizer (Everyone Shares)  Write the chemical equation for photosynthesis Entrée (Select One)  Draw a picture that shows what happens during photosynthesis.  Write two paragraphs about what happens during photosynthesis.  Create a rap or song that explains what happens during photosynthesis. Side Dishes (Select at least Two)  Define respiration, in writing.  Compare photosynthesis to respiration using a Venn diagram.  Write a journal entry from the point of view of a green plant Dessert (Optional)  Create a test to assess the teacher’s knowledge of photosynthesis.