1. L EADERSHIP P ILLAR Sit at the table marked with your Instructional Guide Grade Level assignment

2. Differentiation In Practice Bernard Rahming Cynthia Cuellar Rodriguez February Academic Coach-Math Training February 15, 2013

3. Learning Intentions: We are developing and deepening our understanding of an instructional strategy for improved student learning. Success Criteria: We know we are successful when we can actively plan for and integrate the differentiation strategy of open questions into our instructional practice.

4. P ROFESSIONAL P RACTICE : D UE F EBRUARY o Model your lesson o Reflect on the lesson with the teacher using the Debriefing of a Mathematics Lesson o pre-select areas or questions to reflect on o Share your reflection via email with other ACMs on your Instructional Guide Grade Level team o Bring a copy of your completed lesson plan and debriefing to use in discussions

5. P ROFESSIONAL P RACTICE : DEBRIEFING In your Grade Level Team: o Discuss c hallenges experienced in teaching the lesson o Highlight any revisions to the lesson that you made or would like to make, with justification o Give a brief summary of the debriefing process that occurred with the teacher o Address any insights

6. Differentiation Is a teacher’s response to learner’s needs guided by general principles of differentiation Respectful Work ProductContent Readiness InterestLearning Profile Focus on EssentialsStudent Differences Teacher Modification Collaborate in Learning Work Together Flexibly Assessment & Instruction Balances Group & Individual Norms Process According to students’ 6

7. P RINCIPLES OF D IFFERENTIATION 1. The teacher focuses on the essentials 2. The teacher attends to student differences 3. Assessment and instruction are inseparable 4. The teacher modifies content, process and product 5. All students participate in respectful work 6. The teacher and student collaborate in learning 7. The teacher balances group and individual norms 8. The teacher and students work together flexibly

8. 3 K EY E LEMENTS TO D IFFERENTIATION Big Ideas Choice Pre-Assessment

9. T HE ULTIMATE GOAL OF DIFFERENTIATION … Meet the needs of the varied students in a classroom instruction. Making the goal manageable Open Questions Parallel task Open Questions Creating a single question or task that is inclusive not only in allowing for different students to approach it by using different processes or strategies but also for different students at different stages of mathematical development to benefit and grow from attention to the task Appropriate zone of proximal development for the entire class

10. O PEN Q UESTIONS Allows for differentiation of response based on each student’s understanding. Open question: Encourage classroom discussions Encourage all students to be part of conversations Help student to see mathematics as multifaceted Strategies for Creating Open Questions (pg 7-8) Turning around a question Asking for similarities and differences Replacing a number with a blank Asking a number sentence Changing the question

11. S ORTING O PEN Q UESTIONS Five Strategies for Creating Open Questions

12. S ORTING STRATEGIES Distribute the half sheet of samples of open questions Each person reads a card to the group and states which open question strategy it is and why Record your answers on the recording template The next person to their left continues the process As you reflect on these samples of open questions, what are some ideas that you will embed in your work?

13. L ET ’ S G IVE O PEN Q UESTIONS A TRY Creating a differentiated lesson using the Open Question strategy

14. D IFFERENTIATING USING OUR TEXTBOOKS Text Question: Suppose that 4 students were delivering 176 newspapers and decided to share the task fairly. How many papers would each deliver? Open Question: Choose a number of newspapers to be delivered and a number of students to deliver them. The job should be shared fairly. How many papers should each student deliver?

15. D IFFERENTIATING USING OUR TEXTBOOKS Text Question: Solve each equation. Use models if necessary. 5d = 30 4c = 16 36 = 6e Open Question: If t =7 then 3 t = 21. Choose values for t. Create a three true equations. Have your partner solve your equations.

16. C REATE OPEN QUESTIONS Using the textbook provided for your grade level, pick an upcoming lesson. Decide how to differentiate the lesson using open questions. Create two or three open questions Use a different open question strategy each time Begin to complete a lesson planning template Be sure to identify the Big Idea the open question develops.

17. Learning Intentions: We are developing and deepening our understanding of an instructional strategy for improved student learning. Success Criteria: We know we are successful when we can actively plan for and integrate the differentiation strategy of open questions into our instructional practice.

18. F EEDBACK Q UESTION As you reflect on being a leader around Teaching and Learning, how will you use the information presented, as you work with teachers in your building?

19. Milwaukee Public Schools Differentiation Made Manageable MPS Board of School Directors Dr. Michael Bonds, President Larry Miller, Vice President Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Dr. Peter Blewett, District 6 David Voeltner, District 7 Meagan Holman, District 8 Terrence Falk, At-Large Senior Team Dr. Gregory Thornton, Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Interim Chief Academic Officer Dr. Karen Jackson, Chief Human Resources Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Anita Pietrykowski, Director, School Administration Denise Callaway, Communications & Partnerships Patricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent