1. AR Co-Teaching Project Team: Rose Merry Kirkpatrick Petra Bland Susan Friberg Differentiated Instruction in the Co-Taught Classroom III: The Journey Continues

2. You’re listening to…. AR Co-Teaching Professional Development Team Rose Merry Kirkpatrick Petra BlandSusan Friberg

3. Special Instructions  First, if there are any difficulties to work through, we appreciate your patience. Remember to make our meeting run smoothly…  Please wait for your cue to ask a question or comment. We will be stopping throughout the webinar to give everyone an opportunity to participate.  Ask for help by telephone or chat feature

4. Poll: Who’s Here Today?

5. Objectives Review differentiated instruction vocabulary Know how tiered lessons can support the process of differentiating instruction View sample tiered lessons Understand the step-by-step process for creating tiered lessons Receive resources to use in developing tiered lessons

6. Differentiation is a teacher’s response to learner’s needs, guided by these general principals: Respectful Tasks Flexible Grouping Ongoing Assessment & Adjustment Florida Inclusion Network

7. Effective Teachers Differentiate ContentProcess Product according to students’ ReadinessInterests Learning Profile Florida Inclusion Network

8. Today’s Conversation: Differentiating by Content

9. Let’s Hear From You Tell us about how you have differentiated instruction by content (what you teach). Type your responses by: Locate the chat window Type in your response Click on “Send Arrow”

10. What is a Tiered Lesson? “Tiered lessons are used to meet the needs of student readiness by providing multiple assignments with the same understandings, but at varying degrees of difficulty.” Florida Inclusion Network

11. Tiered lessons are the meat and potatoes of differentiated instruction. Tomlinson (1999)

12. Raise your “hand” if you have created a Tiered Lesson

13. Lessons Tiered According to Students’ Readiness (ability to understand a particular level of content) Learning Profiles (style of learning) Interests (student interest in the topics to be studied)

14. English Tiered Lesson Handout

15. Necessities for Using Tiered Lessons Classroom management plan for working in groups Anchoring activities for students who finish early

16. Essential Steps/Process in Developing a Tiered Lesson 1.Identify the Framework Standard being targeted 2.Identify the key concept or the “big idea” 3.Pre-assess for background knowledge & skills 4.Select what will be tiered 5.Decide how the lesson will be tiered 6.Determine number of tiers needed & develop the lesson 7.Develop assessments Handout

17. Step 1 Identify the Framework Standard/s being targeted.

18. Step 2 Identify the key concept or the “big idea” The key concept follows from the standard, & the overall idea follows from the concept. Ask yourself, “What ‘big idea’ am I targeting? “What do I want the students to know at the end of the lesson, regardless of their placement in the tiers?”

19. Big Ideas Are derived from key concepts Are at the heart of a discipline Require making connections with real life May be abstract Raise essential questions Are universal & have enduring value Are tied to instructional goals & curriculum objectives

20. Key ConceptsBig Ideas Multiplication & DivisionWe can use multiplication & division strategies to solve real- world & mathematical problems PlaceThe uniqueness of place is a consequence of different social, political & environmental factors Systems & EnergyMost of what goes on in the universe involves some form of energy being transformed into another form

21. STEP 3 Pre-assess for background knowledge & skills What must have been already covered or what must the student have already learned? Are there other skills that must be taught first?

22. Step 4 Select what you will tier Content Process Product

23. Step 5 Select how you will tier Readiness Interest Learning Profile

24. Step 6 Determine number of tiers you will need & develop the lesson

25. Step 7 Develop the assessments

26. “Complexity factors can help teachers plan variations of concepts & skills within a single lesson” B. Kingore, 2004

27. Complexity Factors Degree of assistance & support Degree of structure Required background knowledge & skills Concrete or more abstract

28. Complexity Factors Continued Quality of resources Complexity of resources Complexity of product Complexity of process

29. Fraction Tiered Lesson Handout

30. Language Arts Tiered Lesson Handout

31. Science Tiered Lesson Handout

32. Resources for Tiered Lessons Indiana Curriculum Project Critical Questions About Tiered Lessons “Best Practices: Instructional Strategies and Techniques”

33. Co-Teaching Wiki Incentive Winner

34. February Co-Teaching Partnership Follow-up Sessions Complete Interest Survey & Register –2/24/09 Elementary Co-Teaching Partners –2/25/09 Middle – High School Partners Bring materials for planning –Frameworks –Pacing guides –Teacher manuals Plan to share your successes

35. Updates Semester Grades 2/6/09 –Students with & without disabilities –Photocopy grade sheet or use form –Remove names & use * to identify students with disabilities Check In & Set Goals

36. Poll: How Did It Go Today?