1. Quote…. Einstein

2. Nebraska Unified #1 December 20, 2012 with ESU 8 Staff Development & Technology Staffers Differentiating Instruction in the Classroom using MAP Data

3. Agenda 1. Introductions and Review of Agenda 2. Four Corners Activity 3. Using the MAP Class Breakdown and the DesCartes 4. Differentiation of Instruction – a.What it is….How do you “do” it… How do you use it 5. Break w/ grouping for Work Time 6. Work Time to create a Differentiated Lesson for use first full week in January 2013

4. Four Corners Activity 1. I am aware of Differentiated Instruction 1. I understand Differentiated Instruction 1. I can apply Differentiated Instruction 1. I can teach Differentiated Instruction

5. Why Differentiated Instruction? Dealing with the reality of diverse learners

6. Class Breakdown Sheet and the DesCartes Slide 11 & 12 – SSD Facil_Presentation core4.pptx

7. One way to think about differentiation Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

8. Mapping a Route Toward Differentiated Instruction “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.” -Carol Ann Tomlinson

9. Strategies to Differentiate

10. Classroom Elements Elements to consider for differentiating include:  content  process  product  learning environment Let’s take a look at each one...

11. Content what the student needs to learn...  instructional concepts should be broad based  all students should be given access to the same core content  content complexity should be adapted to students’ learner profiles  teachers can vary the presentation of content to best meet students‘ needs ( i.e., textbooks, lecture, demonstrations, taped texts)

12. Process activities in which the student engages to make sense of or master the content  Examples scaffolding flexible grouping (ability or interest) interest centers manipulatives varying the length of time for a student to master content encouraging an advanced learner to pursue a topic in greater depth

13. Product culminating projects ask students to  apply & extend what they have learned  demonstrate their knowledge in different ways various levels of difficulty group or individual work various means of scoring

14. Learning Environment differentiated classrooms should include areas in which students  can work quietly  collaborate with others  access material reflecting diverse cultures  routines allow them to obtain help when the teacher isn’t available ~Tomlinson, 1995, 1999; Winebrenner, 1992, 1996 how the classroom works and feels

15. Key Guidelines All of you are already doing some differentiation  take small steps to implement  engage all learners (essential)  clarify key concepts and generalizations: note taking is critical  use assessment as a teaching tool to extend rather than merely measure instruction  emphasize critical and creative thinking as a goal in lesson design  provide a balance between teacher-assigned and student-selected tasks

16. Differentiation of Instruction Teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Flexible grouping Ongoing assessment & adjustment Source: The Differentiated Classroom, Tomlinson 1999

17. Teachers Can Differentiate Content Process Product Readiness Interests Learning Profile according to student’s through a range of instructional and management strategies… Source: The Differentiated Classroom, Tomlinson 1999

18. Differentiation of Instruction Teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Flexible grouping Ongoing assessment & adjustment Source: The Differentiated Classroom, Tomlinson 1999

19. What is meant by ongoing assessment and adjustment? Assessment is organic!  Quick, not always recorded for a grade  Is a tool that directly affects ongoing plans for instruction  Leads to increased “yields” in academic growth

20. Differentiation of Instruction Teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Flexible grouping Ongoing assessment & adjustment Source: The Differentiated Classroom, Tomlinson 1999

21. What is meant by “Flexible Grouping?”  Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency  Students sometimes work in groups defined by interests and/or learning styles  Teachers sometimes move between groups to provide instruction

22.  Teacher becomes more of a “facilitator” of knowledge and skills  Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome  Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture Benefits of Flexible Grouping

23. Differentiation of Instruction Teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Flexible grouping Ongoing assessment & adjustment Source: The Differentiated Classroom, Tomlinson 1999

24. Sample Supporting Strategies http://resources-for-differentiation.wikispaces.com/Teacher+Tool+Box Paragraph Shrinking Tiered Lessons4-MAT JigsawTiered CentersVaried questioning strategies Taped materialTiered ProductsInterest Centers Anchor ActivitiesLearning ContractsInterest Groups Varying OrganizersSmall Group InstructionVaried Homework Varied TextsGroup InvestigationCompacting Supplementary MaterialsOrbitalsVaried Journal Prompts Literature CirclesIndependent StudyComplex Instruction CubingTiered AssignmentsReading Buddies

25. Differentiation Strategies Participants will: identify familiar strategies & explore new strategies begin to create a differentiated lesson from information in DesCartes & the Class Breakdown by Goal Report For demonstration purposes, I chose the skill of...

26. Summarizes Complex Informational Text Skills and Concepts to Introduce, Develop or Enhance Summarizes informational text (1 – 2 paragraphs) 1. content 2. process 3. product 4. learning environment

27. Paragraph Shrinking Assign partners (alternate ranking) Pairs take turns being the coach/player Read aloud 5 minutes (adjust by time or length of material) Stop and tell  tell the who or what  name the most important thing about the ‘who’ or ‘what’  tell the main idea  shrink into 10 words or less

28. Medical Excerpt No particular drugs, such as prophylactic bicarbonate infusions or dextran infusions, have been found to be beneficial in the perioperative period. However, bicarbonate along with adequate ventilation should be used to correct for metabolic acidosis. Theoretically, slight hyponatremia may be beneficial by decreasing the concentration of hemoglobin within the red blood cell and MCHC. Hence, this author prefers to use lactated ringers if there is no lactic acidosis over normal saline because of the lower sodium content of lactated ringers. Lastly, mannitol or hypertonic saline should be used with great caution in the sickle-cell disease patient because increased serum osmolality may cause red blood cell dehydration.

29. Easy to Alter Elements Time Increase response opportunities Vary modalities – oral, motor, written Questioning

30. It can be done! Teachers who utilize D/I find that:  They have fewer discipline issues  Student growth is significantly increased  Their interactions with students are more positive and productive  Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them

31. Break Time About 10 minutes (or as available to allow ample time for the Work Time) Identify Grade/Content A-Like Groups…Find a space to work in the Gymnasium  Please keep these group to 3-4ish in size

32. Work Time http://northerntierdataretreat.wikispaces.com/Differentiated+Instruction School for the Animals An Allegory for Why Differentiation Matters Video: You may find this video at:

33. Work Time Responsibilities In your group briefly discuss the previous presentation.  Seek clarification and depth of understanding  Clarify, or ask for further clarification, of any unclear concepts or possible misconceptions Determine what, or how, you will differentiate a lesson for the first full week in January implementation Access the Wiki: http://northerntierdataretreat.wikispaces.com/Differentiated+Instruction  Access and investigate the tools you will use to complete this project Create your Differentiated Instruction Lesson Plan  Select the Planning Ladder which best matches your “plan”  Using the MAP Class Breakdown Report, the DesCarte for your groupings and your teaching resources design your differentiation. Complete the “Exit Ticket”… A MUST DO  Plan at least 10-15 minutes near the end of your session to complete this Google Form – The link for this form is being emailed to your account as we speak.