Meyer Academy Professional Development Differentiated Instruction February 17, 2012

1. MeyerAcademyProfessional Development Differentiated InstructionFebruary 17, 2012

2. “Our task is to provide an education for the kinds of kids we have, not the kinds of kids we used to have, or want to have, or the kids that exist in our dreams.” ~K. P. Gerlach

3. What is differentiation? Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. -Tomlinson (2001)

4. Differentiation is responsive teaching rather than one-size-fits-all teaching.

5. “It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible.”

6. Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.

7. “Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student knows and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.”

8. Key Principles of a Differentiated Classroom The teacher is clear about what matters in subject matter. The teacher understands, appreciates, and builds upon student differences. Assessment and instruction are inseparable. The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile. All students participate in respectful work. Students and teachers are collaborators in learning. Goals of a differentiated classroom are maximum growth and individual success. Flexibility is the hallmark of a differentiated classroom.

9. Students differ as learners and need appropriate challenge, success, and learning experiences It’s unlikely that we will achieve challenge, success, and instructional fit for each learner by ignoring student differences Assumptions We Need To Have…

10. Attending to student differences requires a flexible approach to teaching Successful attention to student differences must be rooted in solid curriculum and instruction Assumptions We Need To Have…

11. There are many routes to achieving high quality curriculum taught in ways that attend to student differences and build community Developing differentiated classrooms calls on us not so much to develop a bag of tricks as to rethink teaching and the power of learning Assumptions We Need To Have…

12. We probably underestimate the capacity of every child as a learner Students should be a the center of the learning process All learners require meaningful, powerful, and engaging schoolwork to develop their individual capacities so that they can become fulfilled and productive members of society A major emphasis is on the learners competing against themselves as opposed to someone else Differentiation is a Response to Beliefs About Teaching and Learning

13. Video

14. Self-Reflection - Discussion Question What are you already doing to differentiate instruction in your classroom?

15. Excellent differentiated classrooms are… excellentFIRST and differentiatedSECOND! WE MUST REMEMBER THAT…

16. Clock Buddy Activity!

17. MeyerAcademyProfessional Development Assessment & Differentiated Instruction, Part 2 March 19, 2012

18. WHAT CAN BE ASSESSED? READINESS LEARNING PROFILE INTEREST • Areas of Strength • and Weakness • Work Preferences • Self Awareness • Interest Surveys • Interest Centers • Self-Selection Content Knowledge Skills Concepts

19. What Do You Want to Learn About Rome? Name: _______________________ These are some of the topics we will be studying in our unit on Ancient Rome. We want to know what you want to learn about. Number your choices from 1 to 7. Make sure that 1 is your favorite and 7 is your least favorite. ____ geography ____ government (laws) ____ agriculture (foods they grew) ____ architecture (buildings) ____ music and art ____ religion and sports ____ roles of men, women, and children What Can You Tell Us About Rome? 1. What country is Rome in? ________________________________________________ 2. What does the word civilization mean?_______________________________________ _________________________________________________________________. 3. Can you give us some examples of different civilizations? ________________________ __________________________________________________________________. 4. Can you name any famous Roman people? ___________________________________ __________________________________________________________________. 5. Many things in our country and culture came from the Romans. Can you think of any? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________. Example of Assessing Interest

20. How Do You Like to Learn? 1. I study best when it is quiet. Yes No 2. I am able to ignore the noise of other people talking while I am working.Yes No 3. I like to work at a table or desk. Yes No 4. I like to work on the floor. Yes No 5. I work hard by myself. Yes No 6. I work hard for my parents or teacher. Yes No 7. I will work on an assignment until it is completed, no matter what. Yes No 8. Sometimes I get frustrated with my work and do not finish it. Yes No 9. When my teacher gives an assignment, I like to have exact steps on how to complete it. Yes No 10. When my teacher gives an assignment, I like to create my own steps on how to complete it. Yes No 11. I like to work by myself. Yes No 12. I like to work in pairs or in groups. Yes No 13. I like to have unlimited amount of time to work on an assignment. Yes No 14. I like to have a certain amount of time to work on an assignment. Yes No 15. I like to learn by moving and doing. Yes No 16. I like to learn while sitting at my desk. Yes No Example of Assessing Learning Style

21. on-going • reviews • observations in a classroom • Teachers use formative assessment to improve instructional methods and student feedback throughout the teaching and learning process. Formative Assessments Are...

22. For example, if a teacher observes that some students do not grasp a concept, she or he can design a review activity or use a different instructional strategy. • Likewise, students can monitor their progress with periodic quizzes and performance tasks. • The results of formative assessments are used to modify and validate instruction. Formative Assessment

23. THINKING ABOUT ON-GOING ASSESSMENT STUDENT DATA Open response test Oral response Portfolio entry Exhibition Question writing Problem solving Journal Entry Short Answer Test TEACHER DATA Anecdotal records Observation by checklist Skills checklist Class discussion Small group interaction Teacher – student conference Assessment stations Exit cards Performance tasks and rubrics

24. typically used to evaluate the effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time. • The goal of summative assessments is to make a judgment of student competency after an instructional phase is complete. Summative Assessments Are...

25. For example, we currently use the SAT. • It is a summative assessment to determine each student's ability at pre-determined points in time. • Summative evaluations are used to: • determine if students have mastered specific competencies • identify instructional areas that need additional attention. Summative Assessments Are...

26. VIDEO! Formative vs. Summative Part I

27. Side by Side

28. VIDEO! Formative vs. Summative Part II

29. Differentiated Instruction Two familiar examples… • Dinner Menu • 2. Tic-Tac-Toe Choice Board

30. Dinner Menu – Photosynthesis • Appetizer (Everyone Shares) • Write the chemical equation for photosynthesis. • Entrée (Select One) • Draw a picture that shows what happens during photosynthesis. • Write two paragraphs about what happens during photosynthesis. • Create a rap that explains what happens during photosynthesis. • Side Dishes (Select at Least Two) • Define respiration, in writing. • Compare photosynthesis to respiration using a Venn Diagram. • Write a journal entry from the point of view of a green plant. • With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. • Dessert (Optional) • Create a test to assess the teacher’s knowledge of photosynthesis.

31. TIC-TAC-TOE Choice Board For a Book Report

32. Differentiated Instruction Guided Reading Groups using the Scholastic Guided Reading Program

33. VIDEO! Modeling Guided Reading FAQ

34. Differentiated Instruction Let’s talk about centers!

35. VIDEO! Learning Centers

36. Begin Slowly – Just Begin!

37. We Need To Ask Ourselves…Do all students have access to the tools, knowledge and guidance that they need to succeed?If not, what can we do to give them those tools?

38. WE are the agents of change…nothing can change unless we change ourselves and our ways of teaching Reform must come from within, not from without. JamesGibbons

39. VIDEO! Sir Ken Robinson: Teachers Are Like Gardeners

40. DIFFERENTIATED INSTRUCTION JUST DO IT!!!