Leadership Pillar

1. Leadership Pillar Sit at the table marked with your Instructional Guide Grade Level assignment

2. Differentiation In Practice February Academic Coach-Math Training February 15, 2013 Bernard Rahming Cynthia Cuellar Rodriguez

3. Learning Intentions: • We are developing and deepening our understanding of an instructional strategy for improved student learning. • Success Criteria: • We know we are successful when we can actively plan for and integrate the differentiation strategy of open questions into our instructional practice.

4. Professional Practice: Due February • Model your lesson • Reflect on the lesson with the teacher using the Debriefing of a Mathematics Lesson • pre-select areas or questions to reflect on • Share your reflection via email with other ACMs on your Instructional Guide Grade Level team • Bring a copy of your completed lesson plan and debriefing to use in discussions

5. Professional Practice: DEBRIEFING In your Grade Level Team: • Discuss challenges experienced in teaching the lesson • Highlight any revisions to the lesson that you made or would like to make, with justification • Give a brief summary of the debriefing process that occurred with the teacher • Address any insights

6. Differentiation Is a teacher’s response to learner’s needs guided by general principles of differentiation Focus on Essentials Student Differences Work Together Flexibly Respectful Work Balances Group & Individual Norms Collaborate in Learning Teacher Modification Assessment & Instruction Content Process Product According to students’ Readiness Interest Learning Profile

7. Principles of Differentiation • The teacher focuses on the essentials • The teacher attends to student differences • Assessment and instruction are inseparable • The teacher modifies content, process and product • All students participate in respectful work • The teacher and student collaborate in learning • The teacher balances group and individual norms • The teacher and students work together flexibly

8. 3 Key Elements to Differentiation • Big Ideas • Choice • Pre-Assessment

9. The ultimate goal of differentiation… • Meet the needs of the varied students in a classroom instruction. • Making the goal manageable • Open Questions • Parallel task • Open Questions • Creating a single question or task that is inclusive not only in allowing for different students to approach it by using different processes or strategies but also for different students at different stages of mathematical development to benefit and grow from attention to the task • Appropriate zone of proximal development for the entire class

10. Open Questions • Allows for differentiation of response based on each student’s understanding. • Open question: • Encourage classroom discussions • Encourage all students to be part of conversations • Help student to see mathematics as multifaceted • Strategies for Creating Open Questions (pg 7-8) • Turning around a question • Asking for similarities and differences • Replacing a number with a blank • Asking a number sentence • Changing the question

11. Sorting Open Questions Five Strategies for Creating Open Questions

12. Sorting strategies • Distribute the half sheet of samples of open questions • Each person reads a card to the group and states which open question strategy it is and why • Record your answers on the recording template • The next person to their left continues the process As you reflect on these samples of open questions, what are some ideas that you will embed in your work?

13. Let’s Give Open Questions a try Creating a differentiated lesson using the Open Question strategy

14. Differentiating using our textbooks • Text Question: Suppose that 4 students were delivering 176 newspapers and decided to share the task fairly. How many papers would each deliver? • Open Question: Choose a number of newspapers to be delivered and a number of students to deliver them. The job should be shared fairly. How many papers should each student deliver?

15. Differentiating using our textbooks • Text Question: Solve each equation. Use models if necessary. 5d = 30 4c = 16 36 = 6e • Open Question: If t =7 then 3t = 21. Choose values for t. Create athree true equations. Have your partner solve your equations.

16. Create open questions • Using the textbook provided for your grade level, pick an upcoming lesson. • Decide how to differentiate the lesson using open questions. • Create two or three open questions • Use a different open question strategy each time • Begin to complete a lesson planning template • Be sure to identify the Big Idea the open question develops.

17. Learning Intentions: • We are developing and deepening our understanding of an instructional strategy for improved student learning. • Success Criteria: • We know we are successful when we can actively plan for and integrate the differentiation strategy of open questions into our instructional practice.

18. Feedback Question • As you reflect on being a leader around Teaching and Learning, how will you use the information presented, as you work with teachers in your building?

19. Milwaukee Public Schools Differentiation Made Manageable MPS Board of School Directors Dr. Michael Bonds, PresidentLarry Miller, Vice President Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Dr. Peter Blewett, District 6 David Voeltner, District 7 Meagan Holman, District 8 Terrence Falk, At-Large Senior Team Dr. Gregory Thornton, Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Interim Chief Academic Officer Dr. Karen Jackson, Chief Human Resources Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Anita Pietrykowski, Director, School Administration Denise Callaway,Communications & Partnerships Patricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent