1. Math Professional Development Day 2-18-13

2. 1.What is a learner's profile? 2.How do you differentiate in your classroom? 3.Rate the level of comfort with differentiation: 1 I need to learn more 2 I had training before 3 I want to differentiate more 4 I try to incorporate some differentiation 5 I differentiate daily in multiple ways 1.How do you utilize formative and summative assessments in your classes? Reflect:

3. Conceptual Understanding Organize these words into a concept map. differentiation, scaffolding, learner profile, assessment, learning target, instructional strategies, routines and management, flexible grouping, student interests

4. What is differentiated instruction? A proactive decision making process that considers critical student learning differences and the curriculum. Differentiated instruction decisions are made by teachers and are based on: formative assessment data, research based instructional strategies, and a positive learning environment.

8. Create a Climate for Learning

9. Believe Students CAN Learn

10. Students are not motivated to attempt a challenge if they are unable to imagine or perceive success. Learning experiences should be just beyond the skill level of each student. Zone of Proximal Development

11. Brain Research

15. Maslow's Hierarchy of Needs

16. Believe that the learning is useful, relevant, and meaningful Key points about memory: The brains selectively filters memory from senses to short term memory (5-20 seconds) Each sense has its own memory Visual input is processed separately from auditory input Can store 7 +/- 2 new items at one time Emotional memory takes precedence over any other type of memory

17. What do learner's need to succeed? 1.Believe that they CAN learn 2.Believe that what they are learning is a.Useful b.Relevant c.Meaningful

21. Instructor's Profile

22. Know Your Own Intelligences

23. Know Your Own Learning Style Modalities of LearningTeachers must... Engage at least two of these modalities OR Engage one of these coupled with an emotional experience

24. Learning Retention

25. Learner's Profile

26. Student MAP scores Student WKCE scores Student Learning Styles Student Multiple Intelligences Student Exceptionalities/Strengths Student Data

27. Student Profiles Student Interests Prior Knowledge/Experiences What motivates the student? Goals College/Career plans Soft Skills Sample Student Profiles: Linguafolio

28. Pre-Assessing the Learners

29. What the student already knows What further instruction for mastery is needed What requires re-teaching/enhancement How to set up flexible groups Pretest students before the unit to find out:

30. Pre-Assessment Strategies KWL/BoxingYes/No Cards Ask students if they know vocabulary cards Ask questions from upcoming unit Use interesting information to build up the desire to learn more Ask someone with a yes card to spot check for accuracy

31. Pre-Assessment Strategies Journals Concept maps Guess box Surveys Picture interpretation Self evaluation Demonstration & discussion Warm-up activities Entrance/exit cards Essential questions

33. Content

34. CONTENT: Setting Objectives Setting objectives or learning target gives students a direction for learning Start with the highest level of expectations (advanced) and scaffold down to proficient and basic Focus on the big ideas (benchmarks, essential ideas, core concepts)

37. Know-Understand-Do 6-8 Curriculum Map Delaware Learning Progression Let's take some time in table groups to complete the tool, Planning a Tiered Lesson.

39. Process

40. Assessments

41. Formative Assessment What is it? Assessment which is sensitive to instruction 4-5 questions, intentionally designed by the teacher, used to assess student progress Results in changes to instruction by teachers and/or changes to learning tactics by students How does it work? You teach You gather evidence to see if it was learned The teacher and the students make some adjustments to learn it better

42. Provide Feedback Corrective Timely Specific Keep students moving in the right direction

43. Analyzing Student Work Tool Divide the students' work into 4 categories: advanced, proficient, basic, minimal Take one sample response from each category and analyze What are the strengths? What do they need to improve to move up to the next level? Differentiate instruction=flexible grouping & give specific feedback

44. Strategies for Differentiation in Process Grouping o By ability o By interest o Cooperative groups with roles o Student choice Introduction o Front load (pre-teach) vocabulary and concepts o Provide a common experience as a reference point Teaching Strategies o model o gradual release o scaffold o use multi-sensory approaches

45. Strategies for Differentiation in Process Learning Activities o Practice problems o Problem solving tasks o Video o Stations o Labs o Reflections o Inquiry o Discussions o Debate o Jigsaw o Games

46. Strategies for Differentiation in Process and Products Resources o Tiered Text o Text with visual support Extensions o Choices in activities and varying points Time o Extended time o Requested help from specialists/EA's Products o Leveled problems o Scaffolding o Student choice in activities/assignments

47. Student Centered Classrooms

48. In student centered classrooms, student are allowed some choice and decision making through differentiated instruction. Studies reveal that student-centered classrooms had higher-achieving students, higher standardized test scores, fewer classroom management problems, more on-task behavior, and few dropouts." Sousa, D. 2008. How the brain learns mathematics. Thousand Oaks, CA. Corwin Press.

49. Student Centered Strategies In order to be motivated--students must see a relationship between their behavior and the outcome=Choice The Role of the Teacher: to provide modeling, scaffolding, feedback, and explanation for the students

51. Collaboration Time: Learner's Profile: Sample Pre-assessment: Choose a strategy Problem Solving Content: Setting Objectives Process: Grouping Product: Rubric