Differentiating Instructional Paths

1. Differentiating Instructional Paths

2. Who has heard these terms before? Special Needs Differentiated Instruction Interest Level Small Group Inclusion Mainstreaming Second Language Learner Low Economic Background Gifted Students Immigrant and Migrant Students Equal Access Low Motivated Students Gender Specific Universal Design for Learning

3. “A differentiated classroom is a place where the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.” - Carol Ann Tomlinson

4. Session Goal This session is designed to provide participants with a focused professional development opportunity on differentiating instruction in an assessment implementation. Participants will provide differentiated learning paths for struggling/overachieving students. (adjust goal based on implementation)

5. Processing the Differentiating Instruction Session This process follows the principles outlined in Universal Design for Learning for planning instruction: Set Goals based on Data Determine how the instruction will be delivered and assessment Apply differentiated tasks to delivery and assessment Teach planned lesson and evaluate success Return to…

6. Reviewing the Basics Let’s share our success stories!

7. Reviewing the Basics Let’s go live to the Odyssey Manager (Review of basic Odyssey tasks and procedures)

8. Taking a Look at the Data Search for overarching skills, small groups or individual students by using Odyssey Data. Use Organizing Student Data and Using Student Data worksheets. Reports covered during this session: Student Progress Student Completion NWEA Learning Path Status NWEA Specific Reports Learning Path Status Test Summary by Objective Objective-Based Test Results (adjust reports listed based on implementation)

9. The Importance of Questioning ? ? ?

10. Utilizing Odyssey to Differentiate There are multiple ways to provide differentiated assignments to students based on data performance. Utilize Odyssey manager to search for Odyssey activities, find Odyssey offline resources and build individualized Odyssey assignments. Analysis of Odyssey data will aid in identifying what outside District/School resources a teacher needs to access when planning instruction. Each participant will create multiple individualized Odyssey assignments or plan activities based on the analysis of the Odyssey data.

11. Providing a Framework Bringing differentiation to the classroom in five steps: 1. Establishing the environment – adjusting the classroom environment to provide areas for workstations and a teacher table. 2. Using data to inform practice – teachers analyze student work and performance to identify areas for flexible small group instruction. 3. Managing resources – teachers create flexible daily schedules, job and rotation charts. Teachers utilize multiple instruction resources for each workstation. 4. Creating routines and procedures – students must understand the routines and procedures as they move more independently from one workstation to another. 5. Providing high-quality teaching and practice – teachers must provide high quality instruction and practice opportunities to all flexible small groups.

12. Differentiated Instruction: Classroom Management & Organization 1 Teacher directed, targeted instruction 2 Technology based station, Odyssey lessons 3 Independent or collaborative workstation activities

13. Wrapping Things Up Individual Reflection: How will you use Odyssey reports to impact your students’ assignments or the creation of differentiated classroom procedures?

14. Thank you!