1. Effective Instructional Practices Day 3 Elementary AN Center Institute Summer 2014

2. One Word… Round 1: ▫In your group, your task is to think for one minute and then share one word that describes the assumptions made about students differences in your school. Round 2: ▫Share words generated with the whole group.

3. Welcome! Name School or Worksite Position

4. Success Our essential goal is that by the end of our three days together, you will have additional knowledge and tools that will help you to implement effective instruction, to meet the learning needs of your students and enable them to make academic growth.

5. Review From Day 1 & 2 In our first 2 days together we have discussed the following: AN Student Data Culturally and Linguistically Responsive Classrooms Standards & PARCC Long-term Planning Content Language Objectives Today we will discuss: Tools you can use Effective Instructional Practices Put it all together- Planning for effective instruction

7. Misunderstood Minds- What would you do? http://www.pbs.org/wgbh/misunderstoodminds/intro.html Follow the link and read the introduction Attention Reading Writing Mathematics Complete one of the tasks on the navigation bar on the leftHow did you feel?

8. Trauma Jeff Duncan Andrade Choose an article to review either- ▫Child Trauma Toolkit for Educators ▫mhtraumarsrcs Find a partner that read the opposite article and share a summary of your article. ▫Implications for sharing this information with others in your school.

9. Agenda: Day 3 Introduction Setting Norms Goals for the Next Three Days Schedule for the week Setting the Stage Essential Questions Data Investigation Culturally and Linguistically Responsive Classrooms Instructional Practices Long-Term Planning Content Learning Objectives Effective Instructional Strategies Putting It All Together Planning for Instruction

14. Effective Instruction How do you Differentiate Instruction? Source: Strategies for Teaching Students with Learning and Behavior Problems, 4 th edition, Bos and Vaugn (1998). Questions for evaluating the instructional process: Student Motivation, Am I creating a context in which learning is valued? Student Attention, Am I creating an environment in which students can and are encouraged to attend to the learning task? Encouragement, Am I creating a setting in which students are encouraged to take risks and be challenged by learning? Modeling, Are the students given the opportunity watch, listen, and talk to others so that they can see how the knowledge or skill is learned? Activating Prior Knowledge, Am I getting the students to think about what they already know about a skill or topic, and are they given the opportunity to build upon that information in an organized fashion.

15. Effective Instruction, continued Rate, Amount, and Manner of Presentation, Are the new skills and knowledge being presented at a rate and amount that allows the students time to learn, and in a manner that gives them enough information yet does not overload them? Practice, Are the students given ample opportunity to practice? Feedback, Are the students given feedback on their work so they know how and what they are learning? Acquisition, Are the students given the opportunity to learn skills and knowledge until they feel comfortable with them and to the point they do or know something almost automatically?

16. Effective Instruction, continued Maintenance, Are the students given the opportunity to continue to use their skills and knowledge so that they can serve as tools for further learning? Generalization, Are the students generalizing the skills and knowledge to other tasks, settings, and situations? Are the students, other teachers or parents seeing the learning? Application, Are the students given the opportunity to apply their skills in new and novel situations, thereby adapting their skills to meet the new learning experiences?

17. Growth Mind Set What is Growth Mind Set? Why is it important to cultivate in our students? What are the implications for your work? Why is it important? Famous Failures The Power Of Belief “Even Geniuses Work Hard” by Carol S. Dweck

18. Differentiated Instruction LEAP Framework ▫Masterful Content Delivery  I.6 Provides differentiation that addresses students’ instructional needs and supports mastery of content-language objectives. Turn and Talk- ▫What does differentiation mean for you? ▫How do you differentiate instruction for your students?

19. A Big Bang Moment A non-example of differentiation ▫Sheldon Teaches Penny PhysicsSheldon Teaches Penny Physics Comedy aside, what can we learn from Sheldon? Do you think our students may sometimes feel like Penny?

20. Using the articles on Differentiated Instruction: 1.Get in groups of three. 2.Each person reads a one of the articles and makes notes. 3.Share an overview/your notes with the others in your group. What are the implications for your work? 20 Differentiation Articles

21. Differentiated Instruction Source: Leading and Managing a Differentiated Classroom by Carol Ann Tomlinson and Marcia B. Imbeau (2013), Chapter 1 What is Differentiation? Four interdependent elements within a differentiated classroom: 1.Learning Environment 2.Curriculum 3.Assessment 4.Instruction

22. Differentiated Instruction Source: Leading and Managing a Differentiated Classroom by Carol Ann Tomlinson and Marcia B. Imbeau (2013), Chapter 1 Curriculum elements of differentiation in the classroom: ▫Content- the knowledge, understanding, and skills that we want students to learn. ▫Process- how students come to make sense of the content ▫Product- how students demonstrate what they know, understand, and can demonstrate ▫Affect- how students’ emotion and feelings impact their learning

23. Differentiated Instruction Source: Leading and Managing a Differentiated Classroom by Carol Ann Tomlinson and Marcia B. Imbeau (2013), Chapter 1 Elements of student need and variance within the classroom: Affect- How students’ emotions and feelings impact their learning. Readiness- where is the student in the process of learning- growth of academic skills. This is not a synonym for ability but rather where the student as a learner. Interest- engagement of attention, curiosity, and involvement of the student in their learning

24. Researched Based Instructional Strategies Source: Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Ceri B. Dean and Robert J. Marzano. (2012). Strategies for helping students develop understanding- Focus on what is important- essential questions Use explicit cues, questions and advance organizers** see tips sheet on wiki ▫Ask inferential questions ▫Ask analytic questions Use Nonlinguistic Representations ** see tips sheet on wiki ▫Creating Graphic Organizers ▫Making Physical Models/ Manipulatives ▫Generating Mental Pictures ▫Creating Pictures, Illustrations, and Pictographs ▫Engaging in Kinesthetic Activity

25. Sample Student Interest Questionnaire Sharon Dacus, Ed.S., LSSP, NCSP

26. Classrooms in Action Videos of effective practice ▫Search for Classrooms in Action ▫Watch 4 different I.6 (differentiation) videos Find a partner and discuss: ▫What did you notice? ▫What was your take-away from watching these videos?

27. Classrooms in Action Check out the following site to watch video and get ideas- https://www.teachingchannel.org/videos?page=2 &categories=&load=2 Tools for your classroom Safari Montage: 21st Century learning starts with 21st Century tools

28. Accommodations & Assistive Technology What accommodations do your students need to access general curriculum? ▫CDE Accommodations manual  http://dps-eceaenrich.wikispaces.com/home http://dps-eceaenrich.wikispaces.com/home  http://www.cde.state.co.us/cdesped/accommodations http://www.cde.state.co.us/cdesped/accommodations What assistive technology could you be using? ▫Learning AllyLearning Ally ▫DPS AT websiteDPS AT website What Accommodations do your students need?

29. Reflection… Setting the Stage How are you going to put this all together for the students in your classroom? How can you ensure that students have access to general curriculum and content standards? How will you plan for differentiation and accommodations/modifications within your instruction/classroom? How do you need to engage with grade-level/content teachers to ensure your students are making progress toward grade-level expectations? What are your biggest challenges and how will you over come these? What accommodations will your students need? How will you ensure these are in place?

30. Agenda: Day 3 Introduction Setting Norms Goals for the Next Three Days Schedule for the week Setting the Stage Essential Questions Data Investigation Culturally and Linguistically Responsive Classrooms Instructional Practices Long-Term Planning Content Learning Objectives Effective Instructional Strategies Putting It All Together Planning for Instruction

31. Who are my students? ▫Class list ▫Data- Teacher Portal  How will you gather data if you don’t have any for a particular student? ▫IEP- Goal & Objectives/Alignment to General Curriculum & CAS  See hand-out on wiki site What are the barriers for my students to accessing general curriculum ▫Access to content- Science & Social Studies ▫How do you develop skills while giving them access to general curriculum What units of study/grade-level curriculum will I use? Differentiation Interest Inventory Accommodations & Assistive Technology How will your students demonstrate their learning? ▫Flexible demonstration of learning

32. Putting it all together Design the structure of your classroom Plan a differentiated unit for literacy, math and science or social studies based the students you will have this year. ▫Start with the highest group of students and backwards map. This can be a revision of a previous plan or it can be a newly created plan.

33. Sharing Rotations: 10 minutes each for each participant to share. ▫Find 3 other participants and a support partner to share your planning with. Please share any general comments about the unit(s) you reviewed through the parking lot. We will take time after lunch to discuss these.

34. Understanding The Importance Of Our Work Every Child Needs a Champion ▫TED Talk- Rita PiersonTED Talk- Rita Pierson

35. Post Survey Essential Questions Post Survey ▫Use google doc link to fill out essential questions again. ▫After you have completed the questions, find another person to share with.