1. How Student Readiness Impacts the Learning Environment in a Differentiated Classroom Tony Esposito, Randi Malamphy, Dan Notari, Kathleen Stanton, Shanise Clark and Tyler Hurd Exemplary Differentiated Instruction: Meeting the Needs of All Learners HCPSS Countywide Professional Development Day April 23, 2009

2. Session Outcomes This session will address: Various techniques that can be used to assess student readiness for learning in math Review methods to determine how to design instruction that provides the skills students need to be successful. Methods for designing flexible groups based on student readiness will be reviewed. Processes for differentiation based on student readiness, available resources and staffing.

3. Mapping a Route Toward Differentiated Instruction Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination. -Carol Ann Tomlinson

4. In a differentiated classroom, 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 The Paradigm of Differentiation

5. Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Flexible grouping Ongoing assessment & adjustment Source: The Differentiated Classroom, Tomlinson 1999

6. Teachers can differentiate through a range of instructional and management strategies… Content Process Product Readiness Interests Learning Profile according to student’s Source: The Differentiated Classroom, Tomlinson 1999

7. Know The Learner (Does This Sound Familiar?) Think-Pair-Share the different ways in which we as HCPSS math teachers currently assess and understand… –Student Readiness –Individual Student Interests –Student’s Individual Learning Profiles

8. Student Readiness A Few Routes to Readiness Differentiation –Varied Texts by Reading Level –Varied Supplementary Materials by Reading Level –Varied Scaffolding –Tiered Tasks –Tiered Products –Flexible Use of Time –Small Group Instruction –Homework Options –Tiered or Scaffolded Assessment –Compacting –Mentorships –Negotiated Criteria for Quality –Varied Graphic Organizers –Learning Contracts

9. Readiness Jigsaw The jigsaw is a cooperative learning technique which increases positive educational outcomes. Just as in a jigsaw puzzle, each piece (each student's part) is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective. Now it’s your turn –Please visit http://lfes.wikispaces.com/mathhttp://lfes.wikispaces.com/math –Scroll to Differentiation Presentation

10. Drawing on Existing Student Interest Goals of Interest-based Instruction –Helping students realize that there is a match between school and their own desires to learn –Demonstrating the connectedness between all learning –Using students’ familiar skills or ideas to act as a bridge to less familiar skills or ideas –Enhancing student motivation to learn

11. Focus on Interest Interest Areas Fine Arts Literature Technology Athletics Music Travel People Sports Crafts Media World Wide Web Mode of Expression Oral Speech Drama Seminar Symposium Written Creative Expository Designed/Built Display Model Artistic Photographs Painting Illustration Abstract Community Service

12. Learning Profiles Group Orientation Independent Group/peer Adult Combination Cognitive Style Creative Concrete/abstract Oral/visual/kinesthetic People-oriented/task- oriented Group/personal achievement Learning Environment Quiet/noisy Still/mobile Flexible/fixed Intelligence Preference Analytic Practical Creative Verbal/linguistic Spatial/visual Bodily/kinesthetic Musical/rhythmic Interpersonal/intrapersonal

13. Flexible Grouping Defined Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency Students sometimes work in groups defined by interests and/or learning styles Teachers sometimes move between groups to provide instruction

14. Benefits of Flexible Grouping Teacher becomes more of a “facilitator” of knowledge and skills Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture

15. Co-Teaching Approaches One Teaching, One Supporting –Easiest Approach –One teacher has primary responsibility –Second teacher supports the lead teacher –Good model for teachers that are new to co-teaching Station Teaching –Clear division of labor –Divide instructional content –Plan and teach your part –Students rotate stations

16. Co-Teaching Cont’d… Two Groups –Two teachers teach the same content –Two heterogeneous groups –Each teacher works with one group –Provides smaller groups –Groups pull together to summarize Alternative Teaching –Pre-Teaching/Re- Teaching Group –Choose when one group ca afford to miss part of the curriculum –Change group composition to avoid stigmatizing members of a group –Teacher rotate teaching the groups

17. Co-Teaching Cont’d… Multiple Groups –Two teachers monitor/teach –Content varies –Centers or cooperative learning groups –Teachers may monitor progress,provide mini- lessons, work with one group Team Teaching –Both teachers are responsible for planning –Instruction is shared –One models while other speaks –Role play/debate –Requires greatest level of trust & commitment –Meshing of teaching styles

18. Below/On Grade Level Math Class : Grade 3 Teachers: –Tony Esposito; General Education –Dan Notari; Math Focus Teacher –Tyler Hurd; Third Grade Paraeducator Class make-up: –Mix of below and on-grade level students –25 students –Several Eagle Club students

19. A Typical Day… Warm-Up:15 minutes Whole Group Mini-lesson: 15 minutes First group rotation: 20 minutes –Champions start with Tony –Ravens start with Dan –Eagles start with Tyler Second group rotation: 20 minutes –Ravens and Eagles rotate to Tony –Half of the Champions rotate to Dan –Half of the Champions rotate to Tyler Closure and homework: 5 minutes

20. OGL Math Class: Grade 3 Teachers: –Katie Stanton; General Education –Randi Malamphy; Special Education –Shanise Clark; Special Ed. Paraeducator Class make-up: –Inclusion class –Twenty students –Two IEPs 1 BGL, 1 Strong OGL

21. Typical Day Journal question; 5-10 minutes Whole group to explain seatwork; 5 minutes First group rotation; 25 minutes –The first group starts with me while the other is working on differentiated seatwork and centers. Second group rotation; 25 minutes –The second group is with me while the other switches to complete their seatwork and centers. Closure and homework; 5-10 minutes

22. ???QUESTIONS???

23. Walkaway thought… “In the end, all learners need your energy, your heart, and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.” - Carol Ann Tomlinson

24. We hope you enjoyed the presentation and learned something you can take back to your students! Thanks for your time and attention!