Using Differentiated Instruction Connecticut Standards (CCSS):

Using Differentiated Instruction Connecticut Standards (CCSS):
to Implement Connecticut Standards (CCSS): Day 2 Welcome participants as they enter the room. This slide can be displayed

One Agenda: Introductions
What is the philosophy that supports the differentiated classroom? How can we come to know our students in a short period of time? How do we know if we have rigorous curriculum? How can I preassess my students? Once I figure out the critical learning difference I will address, how can I best use flexible small groups in my room? What are some sample strategies—related to choice and tiering—that I can use in my classroom to address critical student learning differences? Pick up from Day 1 by reviewing the questions covered previously (Bulleted Questions 1-5). Highlight the remaining two questions that will be the focus of today’s work. The next 2 slides show—in more detail—what was covered in Day 1 and the outline for Day 2.

Day 1 8:30- 10:30 Intro, Definitions, Knowing Students, Video clip 1:00- 2:30 Gallery walk: KUDs, Preassessment, video clip Getting Started with preassessments 10:45- 12:00 Planning for DI, KUDs 2:30- 3:15 Assignment: Gather data on a preasessment

Debriefing, Next Steps and
Day 2 DifferentiationStrategies: Tiering Video clip, Examples and Guided Practice 8:30- 10:30 Gallery Walk : Preassessment Data 1:00- 2:15 10:45- 12:00 Debriefing, Next Steps and Closure Differentiation Strategies: Choice Video clip-flexible small groups, Examples and Guided Practice 2:30- 3:15 Day Two’ jumps off the foundation provided in Day One. It includes some examples of the PROACTIVE adjustments that teachers make in the differentiated classroom: choice and tiering.

The Common Sense of Differentiation
Crafting an environment that actively supports each student in the hard work of learning Having absolute clarity about the learning destination Persistently knowing where students are in relation to the destination all along the way Adjusting teaching and learning to make sure each student arrives at the destination (and, when possible, moves beyond it. Share that the balance of the day will focus on Bullet # 4: Adjusting instruction. Adjustments are made AFTER we have completed a preassessment and/or formative ONE most critical difference.

THE DI DECISION-MAKING PROCESS
CONTENT INTRODUCTION INITIAL INSTRUCTION PREASSESSMENT DIAGNOSIS What are the CRITICAL DIFFERENCES in my students? How can I MODIFY one or more of the 10 curriculum components to address difference? CHOICE or ALTERNATIVES Adjusting the Breadth TIERING Adjusting the Depth Review the decision-making chart to show participants where will be working during Day 2: choice and tiering. MANAGEMENT OF FLEXIBLE, SMALL GROUPS POST ASSESSMENT: Impact of DI

THE DI DECISION-MAKING PROCESS
What are some possible CRITICAL DIFFERENCES in my students? Interests Learning styles Expression styles Questions Culture Gender Language Sexual orientation

THE DECISION-MAKING PROCESS
How can I MODIFY one or more of the 10 curriculum components to address the ONE targeted learning difference? ASSESSMENTS of Students and Their Content Knowledge LEARNING ACTs INRODUCTION TEACHNG Ss GROUPING RESOURCES EXTENSIONS CONTENT PRODUCTS TIME GRPG INTRO TCHG LRNG RES EXT TIME. PRO Process Product Content Invite participants to “peel back the layers of the onion,” so to speak. By teasing the processes apart, participants will understand the “big picture” for the day’s work. What curriculum components we will most likely modify to make adjustments for choice and tiering? With respect to choice, we often modify grouping strategies, learning activities, product preferences, resources, and sometimes content to accommodate student learning differences in interest. With respect to tiering, on the other hand, we most always modify content, and could modify grouping, learning activities, teaching strategies, products, resources, even time. Environment

Curriculum Components: Advance Organizer
Learning Activities Resources Extensions Time Products Content Assessment Grouping Introduction Teaching Methods The curriculum components.

Grouping Strategies Definition: The varied approaches to arranging students for effective learning in the classroom Purpose: To enhance the depth or breadth of student learning; to promote reflection, to address student differences; to provide teachers with opportunities to observe students in varied settings; to provide students with opportunities to work in varied settings that nurture their unique abilities and talents; to minimize heterogeneity, to make learning more efficient Characteristics: Aligned with the content goals, teaching methods and students’ learning needs; varied Share with participants that the foundation for choice or tiering is grouping. To best understand the grouping options in the differentiated classroom, it is best to analyze some current practices and grouping options available to practitioners. This slide contains a definition of grouping, along with its purpose and characteristics

PROCESS HOW STUDENTS COME TO UNDERSTAND AND OWN THE KNOWLEDGE, UNDERSTANDING AND SKILLS This slide elaborates further on what happens for students within various grouping options.

Which of these grouping formats is used for 90-95% of all teaching and learning activities? What should the percentage be? Why? Allow participants to consider this question. The correct answer is large-group instruction, the picture in the upper left. There is research to back up this claim.

The Classroom Observation Study
“Across five subject areas and 92 observation days, observed students experienced no instructional or curriculum differentiation in 84% of their instructional activities.” NRC G/T Westberg, 1993, 2003 The original Classroom Observation Study was conducted in 1993 and replicated in 2003. Results did not change over the decade between the studies. If there is time, ask participants why they think the results did not change. What are the implications of these consistent findings?

Comparing Small Group Options
Cooperative Groups - Ability Groups Flexible, Small Groups With the research as a backdrop, invite participants to consider the three forms of grouping listed on the slide and to provide descriptors of each option. Give participants 2 minutes or so to work in 2s or 3s to complete. Debrief with them. By listening to comments, note participants’ understanding of the nuances of each form. Be prepared to scaffold for those that are not clear on the differences, which are illuminated on the next slide.

Flexible, Small Groups (FSGs)
Cooperative Groups - Varied roles -Heterogeneous ability - Interactive -Similar tasks Ability Groups Tend to be fixed -Based on prior achievement Homogeneous by achievement -Can effect a student’s expectations Flexible, Small Groups (FSGs) -Flexible membership -Based on a variety of factors - Student-led -Promote ownership, leadership -Understanding enhances self- esteem

Grouping Options Homogeneous Heterogeneous Cross-Grade Grouping
Cluster Interest-based Across Class This slide elaborates further on different kinds of grouping options. Essentially, there are many forms of grouping, but for our purposes we are focusing on flexible small groups—VERY different from tracked groups or cooperative groups.

Flexible, Small Groups: An Operational Definition
Within class groupings in which: Membership varies according to purpose, learning goals, topics, learning activities, resources, or products Group longevity varies Group size varies (2-10) This slide should make it VERY clear to participants that we are seeking flexible, small groups in the differentiated classroom. If there is time, invite participants to share times in their own practice when they used flexible small groups that included different learning opportunities for students based on interest, readiness or learning style preferences. Moving on, let’s see what happens in Rick Wormley’s class with flexible small groups.

Flexible, Small Groups What grouping options does Rick use in his classroom? Identify one critically important tenet of grouping in the differentiated classroom. Can practitioners make a mistake when flexibly grouping students in the classroom? Let’s view this short video clip. It showcases Rick Wormely using flexible small groups in his 7th grade classroom. Invite participants to watch the clip with a particular eye on the questions on the slide. After the clip, debrief with them about what they saw.

Within-Class Grouping: A Meta-Analysis
“To be maximally effective, within-class grouping practices require the adaptation of instruction methods and materials for small-group learning.” The MOST important things about flexible, small groups in the differentiated classroom are that: (1) they are designed proactively and (2) that different opportunities are provided to students, either through varying the content, the teaching activities, learning activities, resources or products. This is an important idea for many practitioners. Differentiation is not simply about having students work in groups that are all doing the same thing. Lou, Y, Abrami, P, Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996). Within-class grouping: A meta-anal.ysis. Review of Educational Research, 66 (4)

How Can We Use Grouping Formats to Support Differentiation?
Avoid the one-size-fits-all model of curriculum and instruction Teach to small groups to address learners’ academic and cognitive differences Use a variety of factors to group students Locate contracts and centers to deliver and manage small group learning Develop in-class extensions around the interests of individuals and small groups of students Provide opportunities for students to work in small groups or individually to pursue their own questions Provide opportunities for students to present their work to small groups of peers Offer after-school clubs and “Power Hour” programs to address students’ interests and learning needs DIFFERENCES AMONG STUDENTS Academic Differences Developmental readiness Prior knowledge/Opportunity to learn Reading level Concept and skill attainment Cognitive Differences Schemas Thinking skills Learning rate Interests Learning styles Motivation This slide provides a menu of different options for using grouping to differentiate in the classroom. Learner differences are on the left-hand side. Groyping options are on the right-hand side. Invite participants to read through the right-hand list. Ask if they have any questions if there is time. Move along to the next slide where we will be beginning our work on choice.

Which ONE Difference Will I Address With Choice?
Prior Knowledge? Learning Styles? Interests? Reading Ability? Emphasize that when practitioners provide choice, they are—most often--attending to differences in interests, learning style preferences, product preferences, and/or student questions. Remind participants to start small, with one group of students in one class, and in one subject (elementary teachers).

Choice Variations Share the cartoon to illustrate that life is filled with choices….

Grade 1 President’s Day Grade 1, Standard 1: Significant events and themes in U.S. History; GLE: Explain the significance of historical figures and/or history-related holidays EXAMPLE 2 To celebrate President’s Day, Janet Henry decided to link the holiday to a discussion about leaders. She collected some picture books about presidents, coins of all types, and paper currency in small denominations. She began by giving each child a penny, and asked her students to tell her about the face on the coin. Then, she asked them a series of questions: Whose face is on the coin? Do other coins have different people on them? What might you have to do to get your face on a coin? Some students wanted to find out more about famous American presidents. She had a separate conversation with these students about Lincoln and birthday celebrations. She made a mental note to watch the kiddos who wanted to learn more for other opportunities to facilitate their learning in this area. EXAMPLE 1 To celebrate President’s Day, Grade 1 teacher, Emily Rosen, planned a special day for her students. She showed students pictures of George Washington and President Lincoln. Then, she had her students paste lengths of black yarn onto a picture of Lincoln to show his beard. They put elastics around their pictures to make masks and wore them in a parade around the school to celebrate this special day. Here’s an example of two real-world Kindergarten lessons that address the same standard Use this example if you have a lot of elementary-level participants. Ask participants to compare the two. Which is more centered on the standard and, therefore, has more clarity about the learning destination? In what way? (2) Which is more differentiated and why? (2)

Grade 5: Explorers STRAND 1.1 – Significant events and themes in United States history. 1. Explain how specific individuals and their ideas and beliefs influenced U.S. history (e.g. John Smith, Anne Hutchison, Uncas, Benjamin Franklin). STRAND 2.1 Access and gather information from a variety of primary and secondary sources including electronic media, recordings and text. 1. Locate and gather information from primary and secondary sources. 2. Answer questions about content gathered from print and non-print sources. 3. Summarize information about primary and secondary sources. STRAND 3.1 Use evidence to identify, analyze and evaluate historical interpretations 1. Make and support judgments about the quality of information in text material. The Class Very diverse: interests, levels of motivation, ability to engage in abstract thinking

Example 1: Grade 5: Explorers
Ms. Johnson thoroughly enjoyed the social studies unit on explorers that she covered at the beginning of school in grade 5. She always began with a story about explorers to the new world because students always enjoyed hearing the life stories of famous explorers like Columbus. She even used some primary source documents like excepts from Columbus’s ship log Subsequently, she covered other significant explorers including Jacques Cartier (French), Henry Hudson (Dutch), and John Cabot and Francis Drake (English). For the final project, she had each student create a log of a sea voyage. They had to include the following key terms in sentences that demonstrated they understood the meaning of the terms: colony, contagious disease, expedition, navigate, Northwest Passage, and technology.

Example 2: Grade 5 Explorers
"We’re going to make our own definition of explorer at the end of this unit. Before we are able to make our definition, I want you to consider the names of American people on this list. When you have done some initial research about two or three, you are to choose one explorer and answer the following questions about him: 1. Who was this explorer to the Americas? 2. What adjectives describe him most accurately? 3. Describe the historical time period in which he lived. 4. Which group(s) of people value his contribution? 5. Why is the contribution valued? 6. In your opinion, what impact or legacy does the exploration have on American history? 7. Should students study explorers? Defend your answer. You will use at least five resources, one of which must be electronic and one must be a primary source document. You will be making a presentation—alone, with a partner or in a group of three--to the class on your explorer in any format you wish. When everyone has made his or her presentation, we will work as a class to define the word ‘explorer,’ what role explorers played/play in the course of American history, and discuss the value of studying explorers."

Curriculum Components: Advance Organizer
Learning Activities Resources Extensions Time Products Content Assessment Grouping Introduction Teaching Methods Invite participants to think back on the choice examples they just reviewed. Share that we want to “dissect” how we create viable, proactive choice in the differentiated classroom. Ask: Which curriculum components were adjusted to provide choice. Some lend themselves naturally to choice and are, thus adjusted more often than other components. Thus, when we think about creating defensible choice, the related components should come to mind. Underscore that there is NEVER a single answer about which components get adjusted. That decision is left to the craftsmannship of the teacher.

“PEELING BACK” Purposeful Choice
CHOICE of ALIGNED CONTENT (interest) CHOICE of RESOURCES (reading level) CHOICE of LEARNING ACTIVITIES, LEARNING PARTNERS (learning style preferences) CHOICE of PRODUCTS (expression style preferences)

A RAFT is… … an engaging, high level strategy that encourages writing across the curriculum … a way to encourage students to… …assume a role …consider their audience …write in a particular format …examine a topic from a relevant perspective All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels. Carol Tomlinson Solicit feedback from participants: How any have heard of and/or used RAFT in their classrooms? RAFT is a technique for providing meaningful choice in the differentiated classroom.. It was originally designed to increase writing across the curriculum.

The RAFT strategy… Forces students to process information, rather than just writing out answers to questions. Students are more motivated to undertake the writing assignment because it involves them personally and allows for more creative responses to learning the materials Use of RAFTs—a particular kind of choice—can help to increase student engagement.

RAFTs can… Be differentiated in a variety of ways: readiness level, learning profile, and/or student interest Be created by the students or Incorporate a blank row for that option Be used as introductory “hooks” into a unit of study Keep one column consistent while varying the other columns in the RAFT grid RAFTs—a particular kind of choice—can be differentiated in a variety of ways and used at different times across a unit of study. They are NOT the whole lesson, are NOT crafted randomly and ARE constructed purposefully and defensibly around KUDs. Slides are examples. Choose samples for participants based on their learning needs, grade levels and content areas. By the end of these examples, participants should see the direct connection between KUDs, RAFTs, and proactive choice options for students. Carol Tomlinson

Map Reading, Grade 3 Do: Know: Understand:
Parts of a map, map symbols, different types of maps Understand: That there are many more types of maps that we imagine Depending upon one’s occupation, one is more likely to use some types of maps more than other types That we use maps for different purposes Do: Strand 2.1 Access and gather information from a variety of primary and secondary sources. GLE Answer questions about content gathered from print and non-print sources. Strand 2.2 Interpret information from a variety of primary and secondary sources GLE Compare and summarize information from political and physical maps by using map symbols. Compare and summarize information from charts and graphs.

Map Reading Skills ROLE AUDIENCE FORMAT TOPIC Tourist Friend, Teacher
Post Card How far I travelled from CT to DC Cartographer Assistant Design a Map of Hartford National Park Service Hikers Elevation Map of Hiking Trails Tri-Fold Map of Local Trails Planning Board Mayor or City Council Member Speech, Presentation “Best Location for a Recreation Center and Pool Complex” Meteorologist Company CEO PowerPoint with Local and Regional Maps “Making the Case for Locating Farms That Will Produce High-Yield Crops”

Simple Machines, Grade 7 Know:
Key Concept Words: force, friction, gravity, weight, newton, joule, lever, fulcrum, pulley, inclined plane, energy, etc. Understand (Examples of Grade-Level Concepts): Work is a scientific concept that expresses the mathematical relationship between the amount of force needed to move an object and how far it moves. Simple machines can be used to do work. People do “input” work on a simple machine which, in turn, does “output” work in moving an object Simple machines work on the principle that a small force applied over a long distance is equivalent work to a large force applied over a short distance. Do: Explain in writing how the six simple machines make work easier but do not alter the amount of work done on an object. PK-8 Science Curriculum Standards and Assessment Expectations (2010 edition)

Simple Machines ROLE AUDIENCE FORMAT TOPIC Fulcrum Lever Arm
Conversation Why I Need a Variety of Positions Wheel Axle Love Poem How You Make Me Go Round and Round Pulley Ropes Venn Diagram Describe and Explain How Fixed and Moveable Pulleys Work Load Inclined Plane Speech “You Raise Me Up”..or Down… Lever Class 1, 2 and 3 Diagram with Labels and Descriptions Label the Parts, Describe Their Function in the Simple Machine; Explain How the Classes Work; Showcase Real-World Examples

American Revolution (AR): What’s Worth Fighting For? Grade 8
Know: Terms used in the American Revolution Understand: That the American Revolution was the result of a series of events linked together through cause and effect That the leaders of the AR played important roles in the outcome of the war That there are different perspectives about the AR, depending upon the side you were on Do: Analyze the events leading up to the AR; determine the causes and effects Explain the role of leaders in the AR Work independently Work collaboratively Draw conclusions

What’s Worth Fighting For?
ROLE AUDIENCE FORMAT TOPIC Patriot Town Folks Speech “Get on my side!” Loyalist English Relative Post Card What is happening in the colonies G. Washington Patriot Soldier News Letter Why join the fight Soldier Wife, Martha Letter or Poem What a great leader GW is King George His Subjects Political Cartoon Making fun of the AR

Imagist Poems* Know: Understand: Do
Poets’ names, personification, verse, onomatopoeia, simile, metaphor, haiku, imagist poems Understand: How do we make meaning out of poetry? What makes a poet’s voice intense, meaningful, memorable? What are significant poetic forms and structures? How do they make meaning? Do Read, discuss, and appreciate a variety of poems Analyze poems, poetic forms and devices Research the cultural and historical context of poems and poets *CCSS: CC.RL Determine the meaning of words and phrases in a text, including figurative and connotative meanings, analyze the impact of specific word choices on meaning; 9: Demonstrate knowledge of 18th, 19th and early 20th century foundational works of American literature

The Red Wheelbarrow so much depends upon A red wheel barrow
glazed with rain water beside the white chickens

The Red Wheelbarrow (RW)
Crayfish The Red Wheelbarrow (RW) ROLE AUDIENCE FORMAT TOPIC WIlliams Tennyson Letter Why I moved away from traditional Victorian poetry Poetry critic Poetry aficionados Analysis The key features of Williams’ style His Colleagues Explanation Why RW “is real, not realism, but reality itself” Students Other Students Interview How Williams composed one of this most famous poems Older WIlliams Younger WIlliams Letter to My Younger Self How my poetry changed as I grew older

Creating a RAFT on a content area and topic of choice
Guided Practice Share with participants that they will now have time to craft a RAFT around a lesson of their choice. Invite them to target a unit in which students would benefit from choice and tease out the KUDs. Based on the facts, concepts and principles/essential understandings they identify, they are to create a RAFT. They can use slides to guide them in the process. Share that slides 44 and 45 will give them ideas for roles and formats. You might consider providing participants with large copies of slides because they will facilitate their work. If you would like, layer on an additional task: Once the initial RAFT is created, ask participants to place ONE star by a task that might be appropriate for struggling learners and TWO stars next to the task that would be more appropriate for advanced learners. Creating a RAFT on a content area and topic of choice

Completing Your RAFT Target the lesson Identify the KUDs
Select the important info and ideas Complete one column at a time Brainstorm critical roles With whom might each converse? What is a likely format? What are some likely topics Break participants into small groups to support their work on RAFTs. They might consider breaking them into grade level teams or content specific teams. Rotate to each group to make sure they have identified the KUDs correctly. Provide support as necessary. Decide whether you will have groups share out or do a Gallery walk. When participants have completed their work (about 30 minutes or so), debrief with them. What was easy? What was hard? Proactive choice for their students?

KNOW: SUBJECT: UNDERSTAND: DO: TOPIC: ROLE AUDIENCE FORMAT TOPIC

STRONG ROLES & AUDIENCES
Branches of the Government Presidents Military figures Husbands/wives Famous cooks Political activists Freedom fighters Authors Heroes Villains Frontiersmen Ad agencies Athletes Cartoonist Editors Pen Pals Animals Historical figures TV Characters Doctors Lawyers Politicians Poets Plants Parents Historical events Literary characters Body parts Binoculars Rear-view mirrors Musicians Artists

POSSIBLE FORMATS Motto News article Picture Post card Poster Puzzle
Screen play Ship’s log Skit Song Speech Telegram Wanted poster Advertisement Anecdote Application Blurb Board game Brochure Critigue Dear Abby letter Debate Dialogue Directins Editorial Epitaph Free verse poem Graffiti Greeting card Instructions Interview Journal entry Lecture Letter List Map Math problem

Which ONE Difference Will I Address With Tiering?
Prior Knowledge? Learning Styles? Interests? Readiness to Learn? Share with participants that we are moving from choice to tiering. Tiering is another strategy practitioners us in the differentiated classroom. Tgiering is different from choice because it responds to a teachers realization that the most critical difference among his/her students is readiness to learn or prior knowledge. This it is different from choice that responds to differences in students’ interests, questions or learning style preferences. It is often referred to as “the meat and potatoes” of the differentiated classroom.

Ways to Address Readiness
Books, materials/resources at different reading levels Highlighted texts Materials in a student’s first language Small group instruction Peer teaching Varied homework assignments Provide more/less background information More/Fewer examples Pacing adjustments Books on tape Models of quality at the student’s level Skill-based learning centers Tiering Different vocabulary lists Increase/Decrease the abstractness Increase/Decrease the familiarity There are many ways to address readiness issues in the classroom. Advise participants that we want to honor all techniques, but will focus on tiering during the remainder of Day 2. We focus on tiering because it is so versatile.

Highlighted Texts About 15% of a chapter, such as introduction, conclusion, bolded text, key passages Great for ELL, ADHD, and weak readers Just to get a sense of the dfiversity among techniques, One is highlighted texts, for example

Front-Loaded Vocabulary
WHAT? Teach the few vocab words on which the topic pivots Teach them before the unit to students who need extra time Post them; refer to them; review with them Teach root words as possible WHO? ELL learners Students who struggle with vocabulary Students with learning challenges Students with weak background knowledge Students who didn’t know the words on the preassessment Here’s another: Front-Loaded Vocabulary. If there is time, ask participants if anyone uses anything similar. Also, have them consider which curriculum component was altered using this technique. The answer is on the next slide.

Which Components Were Modified?
Learning Activities Resources Extensions Time Products Content Assessment Grouping Introduction Teaching Methods

Shades of Meaning Tepid Large Linda Eiler
A final technique for learners that have different learning needs with respect to vocabulary. We saw it demonstrated by Linda Elher in North Dakota. Way cool! Large Linda Eiler

What is TIERING? Tiering is a strategy teachers use to increase the match between students’ various levels of learning readiness to the content and instruction of particular lessons It is NOT TEARING!! So, what is an operational definition of tiering? Invite participants to consider this one and ask Ask: Has anyone heard this term before? If so, in what context? 52 52

Tiering: DI vs Tiering: SRBI
Participants might share that they heard the word “tier” in conversation about SRBI. Once again, clear up any confusion between tiering in the “DI world” and the tiers of the “SBRBI world.” Tiering in DI is like the picture suggests: it is creating different versions of the same lesson to address readiness, much like the different sized layers in the fountain. A tier in SRBI refers to different segments of the student population. Tiering, as a DI strategy, is a most versatile strategy for accommodating student learning needs in Tier I of SRBI.

Movie Time Corey Berg’s high school class:
What is this teacher’s mindset? How does she differentiate for her students? What techniques does she use to manage the classroom? What implications does this video clip have for our practice? Let’s view this short video clip. It showcases Corey Berg using tiering in a high school trigonometry class.. Invite participants to watch the clip with a particular eye on the questions on the slide. After the clip, debrief with them about what they saw.

Two Minute Pause Talk in groups of 2-3
Compare what you are currently doing with the examples of tiering that we have been discussing. Discuss the implications of your conclusions? Provide participants with the opportunity to discuss this prompt. about tiering in classrooms! Listen to their implications.. Let’s hope they see a need for more high-quality tiering!

Another Metaphor for Tiering
Tricycle Two-wheeler with training wheels Two wheeled bicycle This picture represents a metaphor for tiering. Explain that we start out on a tricycle, graduate to training wheels, and then finally we are off on two wheels. Invite them to work in pairs or threes to create their own metaphor. Share out. The next slide is layered wedding cake, in case they cannot come up with any additional ideas. 56 56

TIERING? 57 57

Tiering for Struggling Learners: DECREASING the Cognitive Load
What is the representative topic? How can I break it down into smaller parts? Can I change it into something more familiar? Can I provide more examples to help ensure understanding? Can I gather reading materials that are at students’ instructional reading level? Slides 59-63, dissect the tiering process. As such, it like taking apart the layers of an onion. Walk through the process with them so that they can see that we can adjust curriculum components to increase or decrease the COGNITIVE LOAD for advanced or struggling learners, respectively. The discussion is based upon each participant’s understanding of “representative topic.” A representative topic is specific subject matter that is selected purposefully as a focus for teaching and learning because of the topic’s potential for illuminating the essential concepts, principles, and skills in a related discipline . For example, in LA a representative topic might be a specific short story or poem. In science, it might be a particular planet, plant or animal, etc. The strategies on this slide explain how to DECREASE the cognitive load. Instructional reading level: Students recognize between 90%-95% of the words Independent reading level: Students recognize more than 95% of the words 58 58

Tiering for Advanced Learners: INCREASING the Cognitive Load
What is the representative topic? Make the RT less familiar Make the RT more abstract Use the “big idea” in the RT to require students “bridge” across time periods, cultures, disciplines Require comparison/contrast among two examples of the RT Require increasingly more difficult thinking skills (e.g., inference-making, synthesis (Learning activity) Use more challenging reading materials (Resources) The strategies on this slide explain how to use the representative topic to INCREASE the cognitive load Say to participants, “Let’s see how these techniques might apply to real-world lessons in fourth grade social studies and kindergarten or 1st grade mathematics. 59 59

CT SS Grade 7: World Regional Studies
Standard 1: Content Knowledge 1.3 (Significant events and themes in world history/international studies (5) Explain how a civilizations/nation’s arts, architecture, music and literature reflect its culture and history Standard 1: Content Knowledge 1.4 (Geographical space and place) (9) Identify selected countries and determine the advantages and challenges created by their geography (10) Examine historical events and factors that help explain historical events and contemporary issues. Standard 1: Content Knowledge 1.10 (How limited resources influence economic decisions) (21) Analyze how resources or lack of resources influenced a nation/region’s development The strategies on this slide explain how to use the representative topic to INCREASE the cognitive load Say to participants, “Let’s see how these techniques might apply to real-world lessons in fourth grade social studies and kindergarten or 1st grade mathematics. 60 60

Designing a Tiered Lesson Plan: Grade 7 Novice Apprentice Practitioner
Curr. Comp. Novice Apprentice Practitioner Content Goal Research the internet for information about Mexico, Guatemala, Panama and Nicaragua. Specifically, look for information about each culture’s literature, music, textiles, folklore, religious traditions, dance and cuisine. Create a Gallery Walk that showcases, in pictures with captions, the similarities and differences among the cultures of these two (4) Latin American cultures Given a variety or resources on one Latin American culture (maps political and resource maps, pictures of art work, early civilizations, literary selections), students will propose a theory about why the culture evolved the way it did. Given a variety or resources on two different Latin American cultures (maps political and resource maps, pictures of art work, early civilizations, literary selections), students will compare and contrast the cultures and propose a theory about why the two cultures evolved differently. Check to make sure participants see that this curriculum goal (KUD) is important in fourth grade. IT is! This slide contains a series of lessons on culture, and the representative topics being used are Latin American cultures. Invite participants to read through the tiered versions of the lesson. Ask them to work with a partner to tease apart how each is slightly different from the other. Make sure to point out that this slide focuses primarily on the curriculum component, CONTENT. (See left-hand column.) Don’t leave this slide until you are comfortable that participants understand how the content was modified/adjusted for students to address readiness to learn.

Peeling Back the Tiered Lesson Plan Novice Apprentice Practitioner
Curr. Comp. Novice Apprentice Practitioner Content Goal Research on two cultures (DECREASE cognitive load) Use of Internet (Resources) Gallery Walk (Different product) Research on ONE culture PLUS develop theory (INCREASE cognitive load) (Learning activity) Primary sources (Resources) Theory (Different product) Research two cultures; compare and contrast, propose theory about why cultures evolved differently (INCREASE cognitive load through content and learning activity) Primary sources (resources) Review this slide with participants. Did they identify all the differences in their previous conversation? Now you can point our that we did modify a couple of other curriculum components to address readiness or prior knowledge. You can also point out that it is hard to isolate these components because in the real world, we adjust several all at once without really separating them. Share that participants can analyze another example, should they feel the need to do so. Move to the next set of two slide, or go on to other examples, slides

CT SS Grade 1-2: Local Studies
Standard 1: Content Knowledge 1.1 (Significant events and themes U.S. history) (1) Apply terms related to time (e.g., past, present, future, hours days weeks, months, years) GRADE 2 (1) Apply terms related to time (e.g., decades, centuries and generations) The strategies on this slide explain how to use the representative topic to INCREASE the cognitive load Say to participants, “Let’s see how these techniques might apply to real-world lessons in fourth grade social studies and kindergarten or 1st grade mathematics. 63 63

Designing a Tiered Lesson Plan: SS, Gr. 1-2
Curr. Comp. Novice Apprentice Practitioner Content Goal Create a timeline by drawing pictures and writing a 3-4 word description on a pre-labeled timeline Create a timeline by drawing pictures, writing a one sentence description, and labeling each event. Create a timeline by drawing pictures, writing 2-3 sentences that capture cause and effect and labeling each event Work through this example, if needed, in the same way that you did the first example. The point is to “unwrap” how we tier a lesson. Point out that this is NOT the only way to tier this particular lesson. There are an infinite number of ways to do so..

Peeling Back the Tiered Lesson Plan
Curr. Comp. Novice Apprentice Practitioner Content Goal 3-4 word description Pre-labeled timeline (DECREASE cognitive load) One sentence description for each event (INCREASE cognitive load) No pre-labeled timeline INCREASE (cognitive load) Two or three sentence description No pre-labeled timeline Addition of cause and effect statement (INCREASE cognitive load)

Developmental Readiness in Mathematics
Concrete (50%) Representational (30%) Abstract (20%) Gravitate to hands-on materials or manipulatives Experience difficulty explaining their mathematical thinking Draw pictures to represent mathematical thinking Make models Talk about mathematical thinking in words Are able to relate the mathematical concept to real-life experiences “See” concepts abstractly Explain readily their mathematical thinking See and articulate relationships among mathematical processes Make connections readily between mathematical concepts and prior experiences Express mathematical concepts in multiple ways Slides 64-92focus on real-world examples of tiering, and they span content areas and grade levels. Select from them to address your participants’ specific learning needs, i.e., grade levels, content areas. Each slide contains 2 real-world lessons; example 2 is always more differentiated than example 1. Have participants read through each set of vignettes and: (1) determine, as pairs or table mates, whether the content is rigorous enough to be worthy of instruction, (2) whether the vignette addresses the content goal, and (3) why example 2 is more differentiated than example 1. If there is time, invite participants to increase the quality of example 1, 2 or both. Complete 1 or 2 examples until participants understand the tiering process. Share that their work is important because their next task will be guided practice with tiering.

Gr. 1 Addition & Subtraction CC. 1. OA
Gr. 1 Addition & Subtraction CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. EXAMPLE 1 Katie Martin prepared to teach her 1st grade students about the sums of two one-digit numbers. She gathered together gummed stars in two colors and construction paper. She gave pairs of students construction paper on which she had written an addition fact. Each child was asked to display an addend with different colored stars and then the pair was asked to add all the stars by counting on from the greater number of stars. The students displayed all their work to make a “sky” full of addition facts. EXAMPLE 2 Ms. Brennan knew from her preassessment that her grade one students were at very different developmental levels with respect to their understanding of addition. Of two one-digit numbers. One group of students needed manipulates to visualize the addition and subtraction facts. They used manipulatives, like dominos, and counters to “count on.” Another group was working on accuracy and speed with their facts. They worked in pairs to check each other’s work. A final group, ready for more abstract thinking, was invited to use a 100s chart to note patterns among the columns and rows (e.g., 10s, 9s) and present their findings to the class.

New World Explorers: Grade 8
Know: Names of New World Explorers Key Events of contribution Principle / Generalization Understand: Exploration involves risk Exploration involves costs and benefits Exploration involves success and failure Do: Group A: Using a teacher provided list of resources –primary and secondary—and a list of product options, show how two key explorers took chances, experienced success and failure, and brought about both positive and negative change to North America. Provide proof/evidence. Group B: Using reliable and defensible research, as well as primary and secondary sources, develop a way to show how the New World explorers were paradoxes. Include and go beyond the unit’s principles. 69

New World Explorers: Grade 8 CCSS Standards
STRAND 1.1 – Significant events and themes in United States history. 1. Analyze how specific individuals and their ideas and beliefs influenced U.S. history. STRAND 2.1 Access and gather information from a variety of primary and secondary sources including electronic media, recordings and text. 1. Gather information from multiple print and digital sources. 2. Cite specific textual evidence to support analysis of primary and secondary sources. 3. Determine the central ideas or information of a primary or secondary source and provide an accurate summary. 5. Analyze how a text makes connections among, and distinctions between, individuals, ideas, or events. 6. Conduct short and sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 70

6th Grade Vocabulary CC.6.R.I.4
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings CT.6.R.1 Vocabulary: Use word origins to determine the meaning of unknown words. CT.6.R.2 Vocabulary: Use abstract, derived root words, prefixes and suffixes from Greek and Latin to analyze the meaning of complex words, e.g., process, procession. CT.6R.3 Vocabulary: Define vocabulary critical to the meaning of content-area texts and use that knowledge to interpret the texts , e.g., property in science or social studies

6th Grade Vocabulary EXAMPLE 1 EXAMPLE 2
Mr. Jenkins pretests his students on the required lists of vocabulary words at two week intervals. When students demonstrate at least 80% mastery on the list, they do not have to write out the words, a definition, and an accompanying sentence. He does require all students to take the posttest at the end of the two week period because he want to make sure everyone really knows the words. EXAMPLE 2 Mr. Forrester pretests his students on the required lists of vocabulary words at two week intervals. Students have a vocabulary notebook in which they write the next ten words. Each writes the word, a definition, and a sentence. Students work in pairs, correcting each other’s work, which is then reviewed by the Mr. Forrester. Peers administer the quizzes. Words missed are recycled into next week’s list. Repetitions help students internalize key spelling patterns. Students who demonstrate mastery are provided with other words that emphasize roots and/or students’ own personal list of vocabulary words.

Algebra, Grade 8 CCSS Mathematics: Standard 8- (Gr
Algebra, Grade 8 CCSS Mathematics: Standard 8- (Gr. 6-8): Students will understand and apply basic and advanced properties of functions and algebra EXAMPLE 1 Ms. Stanwood introduced this beginning lesson on slope by explaining what students would learn: “Today we will learn about slope, which is an important concept in algebra. We will spend about three weeks on this unit and by the time we are finished with the unit, you will see how civil engineers, builders, surveyors, and landscapers use this concept in their work. She invited students to arrange themselves in groups of four because they were about to begin a scavenger hunt about slope ( Small groups were a way of differentiating because they were responsive to students’ individual questions. As groups, they were going to use the web to find the answers to the following questions: What is slope? What letter of the Greek alphabet is used to represent slope? If a line rises from let to right is the slope positive or negative? What is the slope of a vertical line? Horizontal line? While students were working, she rotated among the groups, responded to questions, and listened to students’ questions. Later in the period, Ms. Stanwood assigned them some homework, which she knew would help students internalize the concept of slope and answer that arose in their small group work.

Algebra, Grade 8 CCSS Mathematics: Standard 8- (Gr
Algebra, Grade 8 CCSS Mathematics: Standard 8- (Gr. 6-8): Students will understand and apply basic and advanced properties of functions and algebra EXAMPLE 2 Mr. Grenke prepared to begin a 3 week algebra unit on slope with his 8th graders. From past experiences, he anticipated that there would be critical differences among his students with respect to conceptual understanding and abstract thinking, so he gathered a variety of resources as he planned his teaching strategies. He would begin with a motivating problem, that could “double” as a hook: “How Steep Can a Ramp Be?” ( He would listen carefully to students’ mathematical discourse about the problem to diagnose students’ foundational understanding and misconceptions. Based upon his diagnosis, he would initially divide the students into two groups: those who had incomplete or missing foundational concepts and those who already had some knowledge of the concepts and skills. For the first group, he would scaffold mini-lessons around the concepts students didn’t know. He might use a geoboard applet ( that allows students to use virtual elastics and pegs to draw conclusions about rise and run. He would use demonstration, the concept attainment model, Socratic questioning and feedback to support the first group’s learning. He went on the web and located another real-world problem related to slope that would extend the second group’s understanding of slope and rate of change: “The Lost House Keys.” ( Working in a small group, he would invite students to discuss and answer a series of open-ended questions: What is this problem about? What are some of the factors that are important when you set up the ladder? What is causing the steepness if the ladder to change? What is the relationship between the amount of vertical distance covered with respect to that covered by the horizontal distance? How is this problem similar/different to the one done by the whole class? Can rise and run be expressed mathematically? What new questions do I/we have? He planned to use Socratic questioning and feedback to support the second group’s learning. Based upon student learning at the outset of this lesson, he would reevaluate group membership before proceeding with the next phase of the lesson, determine their learning needs and the best teaching strategy to support their learning.

Core Science Curriculum Framework
ENRICHMENT CONTENT STANDARDS for HIGH SCHOOL SCIENCE: High School Chemistry Reaction Rates Chemical reaction rates depend upon factors that influence the frequency of collision of reactant molecules The rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time. Reaction rates depend upon factors such as concentration, temperature and pressure. Equilibrium is established when forward and reverse reaction rates are equal. Catalysts play a role in increasing the reaction rate by changing the activation energy in a chemical reaction. The strategies on this slide explain how to use the representative topic to INCREASE the cognitive load Say to participants, “Let’s see how these techniques might apply to real-world lessons in fourth grade social studies and kindergarten or 1st grade mathematics. 77 77

Reactions and Interactions
Enrichment Content Standards for High School Science (Appendix) from Core Science Curriculum Framework. . EXAMPLE 2 Mr. Luther knew at the outset of his chemistry unit on reaction rates that he had students who not only had different levels of prior knowledge about aspects of chemistry, but also learned more quickly than others in the class. He decided to provide most of his students with a hands-on lab that helped students understand that there is a direct relationship between the concentration of an acid and the reaction rate. He provided the remaining students with the same metal and solutions as the other group, but invited them to find the ideal conditions for the fastest reaction time. EXAMPLE 1 Ms. Barnes prepared for the lab on simple reactions between metals and acids. At the conclusion of the experiment, she wanted students to understand that there is a direct relationship between the concentration of an acid and the reaction rate. To help them understand this important direct relationship, she set up different test stations for students to observe. Each station had the same mass of a given metal. Each of the containers held increasing concentrations of HCl. Students had to combine the reactants and analyze the data for trends in the reaction rates.

Making Lab Activities More Open-Ended
Who decides the question? Who decides the procedure? Who decides what to observe and data to collect? Who decides the response? Who decides the format for communicating the results? Level Problem Method Answer Given 1 Open 2 3

Phy. Fitness and Weight Training Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities EXAMPLE 1 Mary Trainer, a high school PE teacher and basketball coach, was a strong believer in health, fitness and wellness. She was familiar with her physical education standards and knew that each student needed a wellness plan to support life-long health. To that end, she insisted that all of her students completed prescribed exercises in 4 categories: flexibility, muscular strength/endurance, upper body strength, and aerobic endurance. She provided different proficiency levels for her young men and women. EXAMPLE 2 Jean Mee, a PE teacher and coach, was deeply committed to teaching to her PE standards. Equally important, she knew that her students varied widely on their physical abilities and interests. Some girls wanted to look better in jeans; others wanted to quit eating junk foods. Many of her young men longing for a “six-pack,” wanted upper body, torso and abdominal training suggestions. With her students’ help, she conducted pre and post assessments to not only ascertain each student’s beginning level of fitness, but also their end point and physical wellness growth. Collaboratively with individual and small groups of students, she developed wellness plans around: Aerobic Capacity (running, tread mill programs, stairs, cycling, elliptical training, walking) Upper Body Muscle Strength and Endurance (Shoulder girdle exercises, bicep crunches, triceps extensions, chest presses, lat pulls) Lower Body Muscle Strength and Endurance (ham string extensions, compliments of leg presses and extensions) Flexibility (yoga and general stretching) Back, Abdominal and Torso Strength and Flexibility

Grade 8+: Biology, Mitosis
Content Standard: Heredity and Evolution-What processes are responsible for life’s unity and diversity? . EXAMPLE 1 Mrs. Clark began her unit on cell reproduction by asking students to work in small groups. She asked them to write down what they already knew about mitosis. She reconvened the class and discovered than some students had more prior knowledge than others. She decided to form cooperative groups for the duration of the unit. She would place students with more background knowledge strategically in the cooperative groups to assist those who were less familiar with the process of mitosis. She then proceeded to introduce key vocabulary (cell, cell division, chromosome, DNA, interphase, prophase, metaphase, anaphase, telophase). Later, she asked students—in small groups—to visit and complete a worksheet in preparation for a class discussion. After the class discussion, she had pairs of students visit The Cell Cycle website that included an animated presentation about mitosis. She reconvened the whole class to review their learnings.

Content Standard: Heredity and Evolution-What processes are responsible for life’s unity and diversity . EXAMPLE 2 Ms. Sims knew at the outset of her unit on cell division that her 28 students varied widely in prior knowledge. Furthermore, her ELL students would need extra support. She began the lesson with an engaging animation, Anatomy of a Splinter, to illustrate how cells multiply to help repair injuries. She knew this would make her students curious about the topic. She grouped her grade-level learners together into three groups of seven students. She placed one of her ELL students in each of the grade-level groups. Each group was responsible for viewing the website, The Cell Cycle: and creating a poster illustrating and explaining two of the phases (controlled choice). Ms. Sims provided her ELL students a vocabulary table that included everyday terms to describe each of the phases. Poster materials included construction paper that was cut into the shapes of chromosomes and cells that could be used to graphically reproduce the process. .

Content Standard: Heredity and Evolution-What processes are responsible for life’s unity and diversity . EXAMPLE 2 Above-grade level students were asked to view a University of Arizona Biology site for on online onion root tip activity Students were invited to categorize 36 pictures of onion root tip cells in various stages of the cell cycle, categorize them according to stage, determine the percentage of cells at each stage and generate an hypothesis about which stage takes the longest.

Mitosis: Key Words Interphase Prophase Metaphase Anaphase Telophase
Mother chromosome Father chromosome Make copies Replicate Duplicate Double Daughter chromosome Stick together Combine Condense Move to the center Line up Separate Divide Move apart Move to opposite places

Sample Teacher Prompts for Stages in Second Language Acquisition
Characteristics: The student: Approx. Time Teacher Prompts Preproduction Has minimal comprehension Does not verbalize Nods “yes” and “no” Draws and points 0-6 months Show me… Circle the… Who has… Point to… Hill, J. D & Bjork, C. L. (2008). Classroom instruction that works with English Language Learners. Alexandria, VA: ASCD

Stage Characteristics Approx. Time Teacher Prompts Early Production
Has limited comprehension. Produces one- or two-word responses. Uses key words and familiar phrases. Uses present-tense verbs. 6 months-1 year Yes/No questions Either/or questions Who…? What…? How many…? Speech Emergence Has good comprehension. Can produce simple sentences. Makes grammar and pronunciation errors. Frequently misunderstands jokes. 1-3 years Why…? How…? Explain…? Question requiring phrase or short-sentence answer

Stage Characteristics Approx. Time Teacher Prompts Inter-
mediate Fluency Has excellent comprehension. Makes few grammatical errors. 3-5 years What would happen if…? Why do you think…? Questions requiring more than a sentence response Advanced Fluency Has a near-native level of speech. 5-7 years Decide if… Retell

Thermal Energy Transfer: Grade 9
STRAND 1: Energy Transformations, 9.1 Energy cannot be created or destroyed; it can be converted from one form to another. D2. Explain how energy is transferred by conduction, CONVECTION and radiation EXAMPLE 1 To capture her students’ interest in the upcoming lesson, Ms. Winkler began her 4-day unit on con with a film about rogue waves. Then, she led them into a class discussion about the movement of the upper layer of the ocean, its currents and the Earth’s rotation. She prepared a lab that would simulate the Coriolus Effect (drawing a straight line on a rotating disc). She rotated to student groups, asked questions and checked their answers. Ms. Winkler concluded her first segment of the unit with a discussion about how their “data” matched real-life current deflection. Over the next two days she led several student discussions about thermohaline currents, and she provided students with maps to illustrate the complexity of the ocean’s conveyor belt. 1 minute Elapsed time: 10:00 AM Objective: Related information: Learning activity: Kids never been in chemistry before; safety modifications…But don’t jump to modifications Example/anecdote/joke/quote/cartoon:

Thermal Energy Transfer
STRAND 1: Energy Transformations, 9.1 Energy cannot be created or destroyed; it can be converted from one form to another. D2. Explain how energy is transferred by conduction, CONVECTION and radiation EXAMPLE 2 Ms. Connors began her 7-day earth science unit with two activities. First, she and her students created a concept map to illustrate the relationships among the sun, ocean currents (convection), thermohaline circulation, climate and evaporation. Second, she had students complete the Nike Shoe Investigation (May 1990). It peaked students’ curiosity as well as required them to utilize critical map skills and draw scientific conclusions about surface ocean currents (gyres). She downloaded three versions of “Surface Ocean Currents to accommodate her 29 students’ diverse reading levels She invited students to use the Test Rendering Protocol to deepen their understanding of the text. Finally, they discussed and made models to simulate the Coriolus Effect. She invited students to speculate about water movement in the deeper part of the oceans. She showed a 10 minute Flash presentation about surface currents, thermohaline circulation, and upwelling. Finally, she showed segments of “The Day After Tomorrow,” a movie that depicts a world ravaged by an instant ice age touched off when global warming disrupts warm currents in the Atlantic Ocean She asked students to prepare an analysis of the movie’s scientific accuracy.

Greenhouse Effect: High School-Example 1
STRAND III: Global Interdependence: Science and Technology in Society – How do science and technology affect the quality of our lives? The use of resources by human populations may affect the quality of the environment. D23 Explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s “greenhouse” effect and may cause climate changes Mrs. Moore began her week long unit on the Greenhouse Effect and global warming with two journal prompts: What is your definition of global warming? and How does it affect our environment? Students read, Early Signs of Spring and Global Warming ( and Mrs. Moore asked questions such as: What is the urban heat-island effect and how does it contribute to our understanding of global warming? In addition, she reviewed the greenhouse effect as well as the enhanced greenhouse effect. The concluding activity was a simulation and students could choose the membership for their groups. Each group became an organization concerned about global warming and was about to attend an international global warming summit. Each group had to name themselves and come up with a series of strategy statements to better control greenhouse gases. They were invited to use any resources and given the following questions: What are greenhouse gases? What effects do the gases have on our environment? What solutions are already in place to restrict the emission of greenhouse gases? What other solutions would your team like to put into place?

Greenhouse Effect: Example 2
Ms. Jason began her two week unit with clips from “An Inconvenient Truth” to hook her students into the content of the upcoming lessons and a preassessment to determine her students’ background knowledge about this critical contemporary topic. She spent the next several days explaining—with the aid of her text and visual and audio internet resources—the greenhouse effect and the enhanced greenhouse effect. She used heterogeneous small groups and reciprocal teaching to ensure that students, understood these abstract processes. Above-grade level students were invited to find, summarize and post their findings on 3-5 of the most current articles on the impact of global warming. She rotated to the groups to determine misconceptions and ask critical, leading questions. STRAND III: Global Interdependence: Science and Technology in Society – How do science and technology affect the quality of our lives? The use of resources by human populations may affect the quality of the environment. D23 Explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s “greenhouse” effect and may cause climate changes

Greenhouse Effect: Example 2, con’t
Ms. Jason left the last week for a culminating project in which students had to summarize the evidence for/against the role of human activity in global warming. Based on her observations, she assigned students to one of five groups based on their ability to handle abstract, complex material: (1) coral bleaching; (2) warming of the oceans; (3) glacial melting; (4) the relationship among the formation of ozone holes, global warming and the greenhouse effect; and (5) the chemistry of the enhanced greenhouse effect and gas concentrations over time. Each group was responsible for a 5-8 minute presentation to share their evidence and conclusions about the extent of the role of human activity in global warming. Extension for interested students: View “An Inconvenient Truth in its entirety with the following question in mind: Is there any evidence that Gore’s hypothesis may be “hot air?” STRAND III: Global Interdependence: Science and Technology in Society – How do science and technology affect the quality of our lives? The use of resources by human populations may affect the quality of the environment. D23 Explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s “greenhouse” effect and may cause climate changes

Fine Arts: Beginning Instrumental Performing on instruments, alone and with others, a varied repertoire of music. EXAMPLE 1 John Vee, a long-time, high school music teacher, loved his instrumental music classes. He especially loved his ensemble group that often played at school and town functions. He always auditioned his players to ascertain their skill level and—as they progressed through their high school years—moved them through the “chairs” in the orchestra. His top students were able to carry the rest of the students, who often “made it” by simply playing along imitating the section leaders. Some of his top students continued to play after high school, including two students who now play with the Philadelphia Orchestra. EXAMPLE 2 Scott Shuler, a long-time high school music teacher, always auditioned his instrumental students to determine their skill level. Although he assigned students to “chairs” as they progressed through their high school years, he also recognized his responsibility to cultivate achievement and talent in all of his students. Thus, he mixed his top students in different sections, asking all students to not only carry the melody, but also the harmony parts. Furthermore, he often disaggregated his orchestra. For example. when he knew that the wind players were strong and reasonably comfortable with a piece of literature, he excused them from whole group practice. This strategy provided him with more time to work with the rest of the orchestra members who needed more intense practice and a smaller teacher-student ratio. He used his chamber groups to further differentiate his curriculum and instruction. His chamber groups were often co-operative clusters of students, and this grouping strategy allowed him tailor the literature to the expertise of the students. For his highest level students, Scott always found time to work with them on solos for school and community based programs.

One critical student learning difference
Instrumental Music Literature Grouping: (e.g., chamber ensembles, solos, jazz band) Technical demand of the piece Complexity of the music notation Rhythmic demand Range of the instrument’s requirements Part Assignment Techniques for approaching instruments in each family (e.g., percussion) One critical student learning difference Interest Learning Profile Readiness/Prior knowledge Motivation

Create a TIERED LESSON in a content area and topic of choice
Guided Practice The next set of three slides explain for participants how to create their own tiered lesson in a curriculum unit of their choice. Follow the instructions on slides Provide participants with large copies of slide 96 which is a template to guide their work. Share with them that they will transfer their work to large pieces of flip chart paper that they can hang up on a wall when they are done. Suggest that each group appoint a reporter who will be able to share out the tiered lesson later in the presentation. Invite participants to keep in mind the questions on slide 95. By answering these questions as they move along, they will help to ensure high-quality teired lessons for all learners, struggling or advanced. Create a TIERED LESSON in a content area and topic of choice

Your Turn Identify a grade level and select a unit of your choice.
Check your standards to make sure you are “on target.” Write down the “essential understandings:” facts, concepts and principles (KUDs) related to your unit. Anticipate ONE critical student difference that might emerge from preassessment data (e.g. prior knowledge, reading, learning rate). Brainstorm 2-3 different ways to differentiate the unit to attend to the targeted student difference. Vary the content, teaching strategies, learning activities, resources, and/or products to address students’ readiness levels Explain in 3-4 sentence why you believe the differentiation will address your targeted student difference. Break participants into small groups to support their work on tiering. They might consider breaking them into grade level teams or content specific teams. Rotate to each group to make sure they have identified the KUDs correctly. Provide support as necessary. Decide whether you will have groups share out or do a Gallery walk. When participants have completed their work (about 30 minutes or so), debrief with them. What was easy? What was hard? Proactive choice for their students?

Creating a Tiered Lesson
Identify grade level and subject Target the concepts/principles that may require tiering Target the critical students difference to be addressed (e.g., learning rate, prior knowledge, readiness) Visualize the differences in prior knowledge for above-grade level, on-grade level and below grade level students Vary the content, teaching strategies, learning activities, resources, and/or products to address students’ readiness levels Reflect

Reflecting On My Tiered Lesson
Did I stick to my concepts/principles? Is each of the tiers respectful to learners? Do I have rubrics to share with students? What resources will I need? How will my students be grouped? What other management issues do I need to consider? (e.g. anchor activities, how completed work will be shared?)

Designing a Tiered Lesson Plan
Component Novice Apprentice Practitioner Goal Teaching Learning Product Resources

Tiering: Pluses/Minuses
1. 2. 3. 4. 5. Minuses 1. 2. 3. 4. 5. After conducting either a Gallery Walk or a sharing by 2-3 groups, invite participants to reflect on the tiering process. You can use the +/- format here or any other with which you are familiar.

Planning Next Steps… 1. 2. 3. 4. 5. 6. 7. 8. This brings the two days almost to a close. Before participants leave, however, it will be important for them to plan their next steps once they return to their respective schools Provide each team with minutes to plan what they will do upon returning “home.” Invite 1-2 groups to share out. Thanks them for their time. Use any of the ending slides provided here to close the session.

Creative Tension… Any change comes from creative tension. Creative tension is the difference between the vision (where we want to be) and current reality (where we are). By harnessing creative tension, we can learn to use the energy it creates to move current reality toward the vision. Our role is to make sure that there is both an accurate picture of the current reality and a complete picture of the desired future. Senge, P. (1990). The Fifth Discipline: The Art and Practice of The Learning Organization. New York: Doubleday

The Differentiated Instruction Design Team:
Megan Alubicki, Consultant, SDELynmarie Thompson, Consultant LEARN Shauna Brown, Assistant Principal, Middletown Public Schools Francine Carbone, Language Arts Curriculum Specialist, Bridgeport Public Schools Rosanne Daigneault, Leader in Residence, SDE Harriet Feldlaufer, Chief, Bureau of Teaching and Learning Dr. Tony Gasper, Assistant Superintendent, Ansonia Public Schools Marie Salazar Glowski, ELL/Bilingual Consultant, SDE Alice Henley, Assistant Executive Director, SERC Dr. William Howe, Consultant, SDE Lynmarie Thompson, Consultant LEARN Dr. Jeanne Vautour, Consultant, EASTCONN Iris White, Consultant, SDE

The following educators for their participation in the vetting sessions:
Amy Radikas, Consultant, SDE Barbara Senges, Assistant Superintendent, Middletown Public Schools Casi Skahan, Teacher, Bridgeport Public Schools Denise Carr, Teacher, Meriden Public Schools Dr. Maureen Ruby, Adjunct Professor, Eastern CT State University Harry Gagliardi, Executive Coach, CAS Kim Goodison, Math Interventionist, Region 16 Kim Traverso, Consultant, SDE Laurelle Texidor, Principal, Jennings School, New London Maura Graham Vecellio, Teacher, Meriden Public Schools Michelle Eckler, English Department Head, East Hartford Michelle LeBrun Griffin, Consultant, SERC Michelle Levy, Consultant, SDE Nancy Boyles, Professor, Southern CT State University Oona Mulligan, History Teacher, Newtown High School Patricia Foley, Consultant, SDE Peggy Neal, Education Specialist, CREC Peter Madonia, Chair, Educational Leadership, Southern CT State University Sharen Lom, Alternate Route to Certification Suzanne Goodison, Adjunct Professor, Central CT State University Suzi D’Anolfo, Adjunct Professor, University of Hartford Tara Gleason, Teacher, Region 5

Using Differentiated Instruction Connecticut Standards (CCSS):

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