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New Teacher Academy October 21, 2010 4-6pm, CO – rm 330 “Differentiation of Instruction” Presenter – Craig Creller, M.S., Sixth-year/092 Math Instructional.

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Presentation on theme: "New Teacher Academy October 21, 2010 4-6pm, CO – rm 330 “Differentiation of Instruction” Presenter – Craig Creller, M.S., Sixth-year/092 Math Instructional."— Presentation transcript:

1 New Teacher Academy October 21, 2010 4-6pm, CO – rm 330 “Differentiation of Instruction” Presenter – Craig Creller, M.S., Sixth-year/092 Math Instructional Specialist - NPS

2 Why are we here today? Essential Questions… To understand how Differentiated Instruction (DI) fits into a comprehensive system of teaching, learning and assessment. To fully implement DI as part of the SRBI Tier I interventions. To leave with some DI Strategies that you can use TOMORROW! Understand your “next steps” …

3 KWL Tell me what you know about Differentiated Instruction Ask what you want to learn about Differentiated Instruction At the end, we’ll revisit and discuss what you have learned

4 Please read the article & complete the Self-Assessment - (p. 14-17 in Misc. section of “Tool Kit”)


6 Curriculum …??? Fully align your curriculum to the State Standards/G.L.E.s Create realistic Pacing Guides (see samples in “Tool Kit”) Analyze test scores (CMT, CAPT, etc…) for Strengths & Challenges (see sample in tool kit) -Identify curriculum deficiencies and bands of students at/near proficiency

7 Document Walkabout… Let’s go through our “Tool Kit” and discuss Curriculum, Pacing Guides, and CMT scores.

8 High-Leverage Opportunities Jumpstart your Data Teams Get CFA training & start using CFAs ETS training for all Vocabulary Development – (explicit instruction in “key” words) DI training (today’s focus) SRBI interventions for struggling learners –(see next slides for SRBI overview)

9 SRBI (overview) For a detailed guide - See Response to Intervention, A Planning and Implementation Guide for School Practitioners. Ellen E. Cohn, CREC, 2008 - For more information contact Peg McDonald @ (8 60)-524-4037 Or Connecticut Framework for RTI, August 2008, CSDE, Bureau of School and District Improvement

10 SRBI Framework  A Three Tiered System of Instruction/ Intervention  Adopted by the State of Connecticut  Reflected in revised Learning Disabilities Guidelines ecial/LDGuide.pdf

11 The Intervention Triangle Additive Model: Provides a Continuum of Support Services for General Education Students Individual Support School-wide support

12 Our interventions are tiered… Not our kids

13 Tier 1 Student Groups InterventionistCurriculumInstructionProgress MonitoringTimeLocation Whole Group Instruction CoopGroups Mixed & Flexible groups Classroom Teacher Co-Teacher COMMON curriculum (viable, standards based, pacing guides) Ability to unwrap standards SRBI Researched Based, Effective Teaching Strategies Data Teams (data drives instructional planning) Differentiated Instruction Common, Formative, & Summative assessments Benchmarks Curriculum Based Measures Universal Screening Rdg & Math 60 -90 min. per day General Ed. Class

14 READING PHONEMIC AWARENESS PHONICS & DECODING FLUENCY COMP & VOCAB MATH Number Sense Whole Number Operations Rational Numbers Fact Fluency Problem Solving Sample Protocols for Intervention

15 READING PHONEMIC AWARENESS PHONICS & DECODING FLUENCYCOMPVOCAB MATH Number Sense Whole Number Operations Rational Numbers Fact Fluency Problem Solving Typical Intervention Areas for Elementary School Social Emotional Behavioral School-Related Behaviors “work habits” Emotional Management Inter-personal & Intra-personal Behaviors

16 “Creating Access for ALL learners” Slides prepared by: - Julie Giaccone, M.S., CCC-SLP CREC/TABS Education Specialist - Craig Creller, M.S., Sixth-year, 092 Math Instructional Specialist - NPS -Marslette Luckenbach Inclusion facilitator, CREC Differentiating Instruction

17 Differentiated Instruction is a philosophy based on these beliefs: Students differ in their learning profiles. Classrooms in which students are active learners, decision makers, and problem solvers are more natural and effective than those in which students are served a “one- size-fits-all” curriculum. “Covering information” takes a backseat to making meaning out of important ideas.

18 An approach that benefits ALL learners including those who are racially, culturally, and linguistically diverse, and those with a range of skills, gifts, strengths, needs, abilities and disabilities Curriculum, instruction, and assessment that is carefully designed to incorporate the needs of ALL learners up-front A reform that intersects with and ideologically fits with dozens of other current reforms and approaches Creating diversity in instruction and continuously “mixing up” lesson formats, materials, instructional arrangements, teaching strategies and personal support for all learners Something that most teachers are doing already to some extent, often without realizing it Differentiated Instruction IS …

19 An approach designed primarily to meet the needs of students with disabilities Adaptations that are “tacked on” to pre-developed lessons Another disconnected model / approach for teachers to implement and fit into the school day Changing pieces of the lesson for one or two students A new and unfamiliar approach to teaching and learning Differentiated Instruction IS NOT

20 How Do You Meet the Needs of All Learners in Your Classroom? “…Teachers must be ready to engage students in instruction through different learning modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity.” Tomlinson, 1999

21 Another Fad? Why Differentiate? Research: Multiple intelligences Learning styles Brain-based research Vygotsky- ZPD Reality “One room schoolhouse” Multiple academic levels

22 What Is Differentiated Instruction?

23 Teachers can differentiate Content - –options for taking in information Process - –options for making sense of information Product - –options for expressing what they know

24 ... And ( what else can we differentiate???) ENVIRONMENT

25 According to … Readiness Interests Learning Profile

26 Readiness A student’s entry point relevant to a particular understanding or skill Tomlinson, 1999

27 Strategies that Support Differentiation by Readiness Varied text by reading level Varied websites, challenging to less challenging Graphic organizers- more-less filled in Partner/small group support Audio-visual materials (School House Rock) Establish time-lines, monitoring progress Interest questionnaire

28 Readiness Assessment Tools Teacher observation - Carry around a clipboard Pretest or informal assessment (see next slide) KWL Chart –What do I Know, Want to know, have I Learned Concept Map- fill one in or create one from a list of vocabulary Quick Whip Parent Letter Journals

29 Things to Remember about Assessment Take the assessment yourself first. Make a small, significant start and stick with it. Take notes on your students each day. Assess students BEFORE you begin to teach a skill or topic. Look at all work students do as indicator of student need, not just marks in a grade book.

30 “READINESS” Group Discussion – How do we assess readiness now?

31 Interest Powerful motivators for classroom teacher Student interest Student choice

32 Linking Student Interest to Curriculum Sidebar studies Interest centers or groups Specialty teams Real-life applications Jigsaw

33 Interest Inventory Tools Conversation with the student Student Interest Inventory KWL Chart –What do I Know, Want to know, have I Learned Sentence Frames Parent Letter Journal Multiple Intelligences Inventory

34 “INTERESTS” (see packet – Student Interest Survey (red Scholastic))

35 Recognizing A Learner’s Profile “How we learn best” Help students find a good learning “fit” in the classroom

36 Strategies Supporting Differentiation for Learning-Profiles Vary teacher presentation –Auditory –Visual –Kinesthetic –Whole to part –Part to whole Vary student mode of expression –Musical rhythmic –Visual spatial –Logical mathematical –Bodily kinesthetic –Interpersonal –Intrapersonal –Naturalistic –Verbal linguistic

37 Learning Style Tools How Do You Like to Learn? Inventory Teacher Observation using Marilee Sprenger’s: –The POP Test –Perceptual Patterns Chart –Characteristics of Sensory Pathways Sentence Frames Journals Parent Letter

38 “Learning Profile” – (See packet for Learning Styles Inventory)

39 Something to think about: What is my readiness and interest toward differentiated instruction? How will my own learning profile play into differentiated instruction in my classroom?

40 Differentiated Instruction Learner profilesWait time JigsawCubing Anchor activitiesBloom’s Taxonomy Literature circlesFlexible grouping Tiered lessonsScaffolding Learning centersAssessment For Learning Problem-Based LearningExit cards Multiple IntelligencesCompacting Learning contracts

41 Low Prep Differentiation Tools Choices of books Homework options Use of reading buddies / paired reading Varied journal prompts Work alone/ in pairs/groups Flexible seating Varied supplemental materials Think-Pair-Share by readiness, interest, learning profile Open-ended activities Explorations by interest Games to practice mastery of information and skill Multiple levels of questions (Bloom’s Taxonomy – see Tool Kit)

42 Low Prep DI Strategies – (See DI Strategies section of Handout)

43 Jimmy Jones Learning Style e.g. Visual Interests/ Loves to play paintball, plays hockey Other info e.g. only child Interaction Inventory e.g. Tigger Multiple Intelligence e.g. linguistic, musical Readiness Level e.g. info from CBM’s / universal screener Sample index card

44 Sentence Frames I teach like a ________________ because __________________. The best thing that happened to me (when) was______________. The worst thing that happened to me (when) was______________. I learn like a ______________ because ________________. for more structure, provide a category - animal, toy,etc. How might you use sentence frames with your students? _____________________________________________________ Create a sentence frame for your class here: _____________________________________________________

45 Sentence Frames (Math) I like (math, fractions, multiplying, counting, etc…)________________ because __________________. I don’t like ( ) because ( ). The best thing that happened to me in math (when) was______________. The worst thing that happened to me in math (when) was______________. I learn like a ______________ because ________________. for more structure, provide a category - animal, toy,etc. What is the most important thing you learned about (counting, adding fractions, using a recipe, polygons, etc…): _____________________________________________________

46 Sentence Frames (Math) I like _______________________________________. I don’t like __________________________________. I am good at _________________________________. I learned (in this class or the last) ___________________.

47 Tic - Tac - Toe Find Least Common Multiples (LCM) Add fractions with like Denominators Simplify fractions Find the Lowest Common Denominator (LCD) Add Fractions with unlike Denominators

48 Creating a Learning Community Security- safe place to be who you are Affirmation- each is supported by the teacher and their peers Validation- each has a valuable and valued role in the class Affiliation- each belongs and fits in with the group Affinity- each has sense of kinship and common ground with the group

49 How do I create a classroom learning community that makes students feel safe, supported, and valuable? Take a minute to reflect on the ways you do this and list them here.

50 How can I start to differentiate instruction in my classroom? By getting to know each student better

51 How do I get to know my students better? Look through their cumulative records Read their IEP Administer assessments Talk to last year’s teachers and paraprofessionals Talk to the special education teacher,school psychologist, and support service professionals (SLP, OT,PT) Talk to the students Talk to the parents

52 Video Clip

53 Tabor MATH Rotation (Glenna Tabor) Based upon: 1.) Readiness Grouping 2.) Whole Group mini-Lessons 3.) Vocabulary Activities 4.) Journal Writing Possible “Stations”: Teacher Time, Games, Applications & Manipulatives

54 Planning for DI refer to “Lesson Plans” & “Sample DI Lessons” in “Tool Kit” Take a walk through the above sections… What did you notice? How many groups or tiers? What about the DI checklist?

55 CREC 111 Charter Oak Ave., Hartford, CT 06106 55

56 CREC 111 Charter Oak Ave., Hartford, CT 06106 56

57 Use An ANCHOR ACTIVITY Is meaningful work done individually and silently. Helps the class get settled into a routine Will be the same for all initially to set the routine for working silently Eventually will change to meet individual student needs Provides valuable assessment information and feedback to teachers.

58 An ANCHOR ACTIVITY Can be used to start the conversation that not all students will be doing the same work at the same time. Will allow you to use different anchor activities for different students.

59 Then you can… Try a differentiated task for only a small block of time. –Work with a small group of students who need extra guided practice or a group that already knows the content –Start with a whole class activity. Follow with journal entries using different prompts. –Use this to extend learning for your higher level students, too

60 Possible Anchor Activities Question or summary statement about last class (sentence frame) List background knowledge for new topic Math problem of the day Editing incorrect written work (DOL) Journal writing Illustrating an event from a story

61 KWL Let’s look back at our chart What have we learned What do we still need to know

62 Final thoughts… “Your administrators and colleagues may never know all the work you do to change the life of a child; But … the child whose life you change will never forget you!” Glenna Tabor

63 Contact info: Craig Creller, M.S., Sixth-year, 092 Math Instructional Specialist - NPS (203)-854-4111, secretary = BJ

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