# Foundations for Differentiation Part 2 - PowerPoint PPT Presentation

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Foundations for Differentiation Part 2. Presented by Rebecca Lopez and Jon Mitteness. Outcomes. Explain the purpose of Differentiation Review steps 1 and 2 of the Phase In Model Plan how to Incorporate steps 3 and 4 of the Phase In Model Identify:

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Foundations for Differentiation Part 2

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## Foundations for Differentiation Part 2

Presented by

Rebecca Lopez and Jon Mitteness

### Outcomes

• Explain the purpose of Differentiation

• Review steps 1 and 2 of the Phase In Model

• Plan how to Incorporate steps 3 and 4 of thePhase In Model

• Identify:

• Essential questions for differentiation.

• What to differentiate

• How to differentiate

• Analyze a lesson to determine the WHAT, HOW and WHY for differentiation.

### Reflection

• Table discussions on the implementation of phase 1 or 2.

-What went well?

-What were some of the challenges?

-Are any of your classes ready for phase 3?

-What questions do you have regarding phase 1 and phase 2?

### Differentiation …

• Means that you consistently and proactively create different pathways to help ALL students be SUCCESSFUL.

• Kids At Hope Philosophy

### Getting Ready to Differentiate

• Scaffolding behaviors to successfully have students working independently.

• Building independence so teacher could focus on small group direct instruction.

• Preteach

• Reteach

• Assess

• Enrichment

### Phase In Model

• Phase 1: Whole Class- One Task- Teacher Monitors

• Phase 2: “Menu” Introduction – Two Tasks- Teacher Monitors

• Phase 3: “Menu” in place- Multiple Tasks- Teacher pulls one targeted needs group

• Phase 4: Students using the menu and working independently-Teacher pulls multiple targeted needs groups

How much time is required at each phase?

When your students are successful at consistently working independently.

Debriefing time will help move the process along.

### Phase Three

• Students are introduced to the concept of the teacher working with a small group and the “no interruption” concept.

• The “menu” is fully in place with two must do’s and one may do activity.

• The teacher pulls one targeted needs group for re-teaching, or pre-teaching based on observation or assessment data.

• The teacher gives 5 to 7 minutes of intervention, then monitors the whole group before ending and debriefing.

• Remember the focus is still on training your students behaviorally to perform at a consistent level of independency.

• Debrief

### Phase Four

• Students are regularly and independently working off of a “menu.”

• Teacher is pulling multiple targeted needs groups for intervention and extension of lesson activities.

• Time allotted grows to meet the needs of the students and the curricular focus. It also might be split into different sessions, depending on the focus of the lessons.

• Menu items are specific to the individual learner based on needs assessments.

Remember to Debrief at the end of each differentiated instructional session!

### Ultimate Goal

• Students work independently and use “Menu”

• Flexible groups being pulled, monitored and adjusted

• Accountability system in place

• Teacher to routinely provide feedback on work

• Table conversation on ways to provide student feedback

Teachers who are willing to allow all students to become responsible and accountable, have the most opportunities to practice pre-teaching, re-teaching and extension activities with students.

### Anchor Activities

• Ongoing activities that students can work on independently that provide meaningful (practice at the application level) work for students when they have either finished an assignment or when the teacher is working with a small group.

• It always ties in to the current content and instruction.

• Students are held accountable for the work.

• It is NOT busy work or seat work. No Drill and Kill!

### Criteria for Anchor Activities

• Reinforce or make new connections with the learner

• Provide a different pathway in order to strengthen the existing connections

• Appropriate challenge level for the student.

### Sample Anchor Activities(suggested but not limited to)

• Writing Journals

• Independent Reading with purpose (ie: making connections)

• Content-related reading

• Reading application activities

• Word work activities

• Math fact practice or skill work

• Art projects that demonstrate content knowledge

• Compose songs or poems illustrating understanding of content

• Independent projects or studies

• Small group projects

• Extensions

### How do I differentiate?

• JIGSAW articleEveryone read the introduction first.

• Pg. 36- “Hazy Lesson”

• Pg. 38- “Two Essentials for Durable Learning” and “Levels of Learning”

• Pg. 40 “Where Do Standards Fit In?”

• Pg. 42 “Learning Levels: A Case in Point” and “Curriculum Elements”

• Pg. 44 “Joining Learning Levels and Curriculum

### Levels of Learning

• Facts

• Discrete bits of information

• Concepts

• Categories of things with common elements that help us organize, retain, and use information.

• Principles

• Rules that govern principles

• Attitudes

• Degree of commitment to idea

• Skills

• Capacity to put to work the understandings gained

### Three Questions to Ask for Differentiation:

• Why is the teacher differentiating?

• What is the teacher differentiating?

• How is the teacher differentiating?

### Differentiate the WHY

• Reasons for modifying the learning experience.

• Access to learning

• Motivation to learn

• Efficiency of learning

### Differentiate the WHY

“We can’t learn that which is inaccessible to us because we don’t understand it. We can’t learn when we are unmotivated by things that are far too difficult-or too easy- for us. We learn more enthusiastically those things that connect to our interests, and we learn more efficiently if we have a suitable background or experience. We also learn more efficiently if we can acquire information and express our understanding through a preferred mode.”

Carol Ann Tomlinson

### Differentiating the WHAT

• Content

• What the students will learn

• The materials they use to learn the content

• Process

• Activities through which the student make sense of the key ideas and essential skills

• Product

• How the students demonstrate their understanding and extensions of their understanding as a result of learning content

• Learning Environment

• Classroom conditions that set the tone and expectations of learning

### Differentiating the HOW

• Readiness

• Skills

• Content

• Concepts

• Interest

• Hobbies

• Likes

• Dislikes

• Learning Profile

• Multiple Intelligences

• Strengths and Weaknesses

• Modality Preference

### Analyze a Differentiated Lesson

• Carousel Activity

• Read your assigned article.

• Discuss with your team and determine:

• WHAT the teacher differentiated.

• HOW the teacher differentiated.

• WHY the teacher differentiated.

• Be prepared to share.

### Key Elements to Managing a Differentiated Classroom

• Organizing the classroom

• Establish student expectations

• Managing flexible student groups

• Shared responsibility for learning

• Groups: K-2, 3-5, 6-8, Special Areas, SPED choose grade level to join

• Discuss the 4 key elements and record ideas on graphic organizer

• Be prepared to share out ideas

### Outcomes

• Define Differentiation

• Explain the purpose of Differentiation

• Identify steps of the Phase In Model

• Plan how to Incorporate the Phase In Model

• Use management tools and ideas for a Differentiated classroom

### Application- My Big Campus

• Plan and implement a differentiated lesson at a Phase four level.

• Post in the discussions what went well and what made it successful. Include any questions or challenges that you want feedback on. Please indicate the grade level and content. (1 incentive point)

• Upload the menu and student work samples for 2 additional incentive points. (scan, take a picture, etc)