1. Differentiated Instruction IS NOT: "Individualized Instruction” Different reading assignments Taught skill Chaotic Activities are well planned Students are engaged in learning just another way to provide homogeneous grouping Flexible grouping “Tailoring the same suit of clothes" Carol Ann Tomlinson, 1995

2. Differentiated Instruction IS: Proactive more qualitative than quantitative Not half as much or twice as much provides multiple approaches to content, process, and product student centered Instruction that is engaging, relevant, and interesting a blend of whole-class, group, and individual instruction "Organic.” Ongoing collaboration with students Frequent adjustments Carol Ann Tomlinson, 1995

3. –One-size-fits-all instruction does not reach all learners –Learners of multiple abilities can be educated together –Differentiated instruction is flexible and responsive Why Differentiate Instruction?

4. Differentiating Instruction Content –Several elements and materials are used to support instructional content. –Align tasks and objectives to learning goals. –Instruction is concept-focused and principle-driven. Process –Flexible grouping is consistently used. –Classroom management benefits students and teachers. Products –Initial and on-going assessment of student readiness and growth are essential. –Students are active and responsible explorers. –Vary expectations and requirements for student responses.

5. Making Differentiated Instruction Attainable Clarify key concepts and generalizations. Use assessment as a teaching tool to extend versus merely measure instruction. Emphasize critical and creative thinking. Engaging all learners is essential. Provide a balance between teacher- assigned and student-selected tasks.

6. Planning Pyramid The Planning Pyramid is flexible based upon the student’s prior knowledge All students will learn Most but not all Some Information some students may learn. Complex and/or detailed information Additional facts, extensions of base concepts, related concepts Most important concepts you want all students to learn.

7. Organizational Strategies Task-Specific Strategies Self-Talk

8. The Needs Matrix: Cognitive Executive Control Self as Learner Self Regulation

9. Self-Talk Adult model Overt self-guidance Faded overt self-guidance Covert self-instruction

10. Task Specific Strategy Discuss task parameters Introduce strategies and provide rationale Practice in authentic settings Check students’ use of strategy Apply strategy in increasingly difficult aspects of the strategy Model the use of strategies Students critique teacher model Shift responsibility to students Monitor Progress!

11. Effective Strategies Lead to specific & successful outcomes Are sequenced efficiently Cue students to use strategies Think metacognitively Select appropriate procedures Cue students to take action Are brief Are essential

12. Effective Strategy Design Use a remembering system Use simple and brief wording Begin with action words Use 7 or fewer steps Use words that are uncomplicated and familiar to students

13. Useful Strategies Address a common but important existing problem that students are encountering in their settings Address demands that are encountered frequently over an extended time Can be applied across a variety of settings, situations, and contexts

14. Performance-based Assessment Rubrics Portfolios Knowledge Mapping

15. Focus Questions Determine a focus area –Four T’s Teaching objective Target Taxonomy Text/materials –Instructional Strategies –Learner Engagement –Learning Environment

16. The Focus is Instruction According to research all good instruction must include: –Active engagement –Reading and writing strategies –Address the auditory, kinesthetic, visual and tactile learners –Address multiple intelligences –Be developmentally appropriate

17. Student Questions What are you learning? Why do you need to know this? How do you know if your work is good enough? Why should you learn this?

18. Using the information Data to determine staff development Follow-up to staff development Technical Assistance to buildings Implementation check of initiatives Specific need of school or district

19. Strategy 2: Make Instruction a Whole School Endeavor

20. Maintain a Tight Instructional Focus Apply the instructional focus to everyone in the organization Apply it to both practice and performance Apply it to a limited number of instructional areas and practices, becoming progressively more ambitious over time PRINCIPLE 1

21. Reflection When was the last time that you visited another teacher’s classroom? If you made a visit in the last year, what did you talk about afterwards? What would you have like to have talked about?

22. Routinize Accountability for Practice and Performance Create a strong normative environment in which adults take responsibility for the academic performance of children. Rely more heavily on face-to-face relationships than on bureaucratic routines. Evaluate performance on the basis of all students, not select groups of students and – above all – not school- or grade-level averages. Design everyone’s work primarily in terms of improving the capacity and performance of someone else – system administrators of principals and teachers, principals of teachers, teachers of students. PRINCIPLE 2

23. Make a List Make a list of the ways that you can use the face to face opportunities that you have to meet with colleagues….

24. Open Practice Up to Direct Observation, Analysis, and Criticism Make direct observation of practice, analysis, and feedback a routine feature of work. Move people across settings, including outsiders into schools. Center group discussions on the instructional work of the organization. Model desired classroom practice in administrative actions. Model desired classroom practice in collegial interactions. PRINCIPLE 3

25. Pair-Share What would you need to make this kind of professional community work for you?

26. Differential Treatment Based on Performance and Capacity Acknowledge differences among communities, schools, and classrooms within a common framework of improvement. Allocate supervisory time and professional development based on explicit judgments about where schools are in a developmental process of practice and performance. PRINCIPLE 4

27. Assets Analysis What are ways that this happens now? What one thing could happen to deepen the practice?

28. Devolve Increased Direction Based on Practice and Performance Do not rely on generalized rules about centralization and decentralization. Loosen and tighten administrative control based on hard evidence of quality of practice and performance of diverse groups of students; Greater discretion follows higher quality of practice and higher levels of performance. PRINCIPLE 5

29. Pair-Share Dialogue What do you think you should work on first?

34. www.urbanschools.org elizabeth.kozleski@asu.edu

35. It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences... Audre Lorde