2.  Desks in pairs or groups of 3-4  Students engaged in learning, minimal whole group instruction, students in collaborative pairs, small groups, etc.  Standards-driven: standards/elements posted and used explicitly in instruction  Content-specific vocabulary posted and explicitly taught  Focus on rigorous, high-level learning  Performance tasks aligned to standards  Instruction is differentiated by content, process, product

4.  POST THE STANDARD THEN ATTACH THE ELEMENTS AS YOU TEACH THEM  I CAN STATEMENTS  WHERE CAN THE STANDARDS BE FOUND: FLDOE/Inside Imagine/ Curriculum Maps

5.  USE ANCHOR CHARTS SO THAT STUDENTS KNOW WHAT THE ACCEPTED PERFORMANCE LOOKS LIKE EXAMPLES  USE DATA WALLS/BENCHMARK GRAPHS

6.  Standards  Essential Questions-I CAN statements  Content Specific Vocabulary  Anchor Charts  Student work samples  Other things that will help students master the standards-Visuals

7. DIFFERENTIATED INSTRUCTION TAKING IT TO FULLY OPERATIONAL

8. All teachers make appropriate use of differentiation including adjusting content, process, product, and learning environment based upon diagnosis of students’ readiness levels, learning styles, and interests and personal goals.

9. Students are expected to meet the same standards when instruction is differentiated by content, process, and/or product. Fully Operational: Teachers monitor student progress to revise content (how students are given access to the standards) process (how students learn and apply the standards) and product (how students demonstrate their understanding of the standards). Teachers revise content, process, and product as necessary. Although the content, process, and product may differ for students, they can explain how their work meets standard(s).

10. 25%-37% of students learn “in spite of us.” They come ready, willing, and able to succeed. They see education as a means to an end, do the work as assigned, and have the support of their parents. 15%-25% of students are identified as having some exceptionality and receive additional resources (i.e., special education, gifted education) 37%-50% of students learn because of the teacher’s skills and efforts and because of appropriate instruction and assessment aligned to the standards Gregory, G. and Chapman, C. (2007). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Corwin Press.

11. Differentiation is the adjustment of teaching and learning processes according to the learning needs of students. All differentiation of instruction begins with assessment. Differentiation can be aimed at: a whole class groups within the class

12. Learning can be differentiated by: Content- how students are given access to the standards Process – how students learn and apply the standards Product – how students demonstrate their understanding of the standards Learning Environment – grouping patterns and classroom environment that provide students the best opportunity to learn the standards Based on the analysis of students’: readiness level learning profile interests and personal goals

13. Managing a Differentiated Classroom

14. – TAUGHT- students must be taught exactly how to do what is expected of them – PRACTICED- procedures must be practices until students are proficient at performing the expected behavior – REVIEWED- procedures must be reviewed often to remind students of expected behavior

15.  Should be purposeful: may be based on student interest, learning profile, and/or readiness may be based on needs observed during learning times geared to accomplish curricular goals  Implementation: purposefully plan using data list groups overhead or place in folders or mailboxes “on the fly” as invitational groups (choice)

16. A task or tasks to which a student automatically moves when the assigned task is finished.  TRAITS OF EFFECTIVE ANCHOR ACTIVITIES: Important—related to key knowledge, understanding, and skill Interesting—appeals to student curiosity, interest, learning preference Allow Choice—students can select from a range of options Clear Routines and Expectations—students know what they are to do, how to do it, how to keep records, etc. Seldom Graded—teachers should examine the work as they move around the room. Students may turn in work for feedback. Students may get a grade for working effectively, but seldom for the work itself. The motivation is interest and/or improved achievement.

17.  Students understand the task goals.  Students understand what’s expected of individuals to make the group work well.  The task matches the goals (leads students to what they should know, understand, and be able to do).  Most kids should find the task interesting.  The task requires an important contribution from each student.  The task is likely to be demanding of the group and its members.  The task requires genuine collaboration to achieve shared understanding.  The timelines are brisk (but not rigid).  There’s a “way out” for students who are not succeeding with the group.  There is opportunity for teacher or peer coaching.  Students understand what to do when they complete their work at a high level of quality.

18.  A list with explanation of your class procedures.  Evidence in lesson plans that your classroom procedures have been taught and practiced.  Students should be able to explain your class procedures.  Students can ask for assistance if needed.  Remember procedures may need to be added as you learn more.