Foundations for Differentiation Part 2 Presented by Rebecca Lopez and Jon Mitteness

Outcomes Explain the purpose of Differentiation Review steps 1 and 2 of the Phase In Model Plan how to Incorporate steps 3 and 4 of the Phase In Model Identify: Essential questions for differentiation. What to differentiate How to differentiate Analyze a lesson to determine the WHAT, HOW and WHY for differentiation.

Reflection Table discussions on the implementation of phase 1 or 2. -What went well? -What were some of the challenges? -Are any of your classes ready for phase 3? -What questions do you have regarding phase 1 and phase 2?

Differentiation … Means that you consistently and proactively create different pathways to help ALL students be SUCCESSFUL. Kids At Hope Philosophy

Getting Ready to Differentiate Scaffolding behaviors to successfully have students working independently. Building independence so teacher could focus on small group direct instruction. Preteach Reteach Assess Enrichment

Phase In Model Phase 1: Whole Class- One Task- Teacher Monitors Phase 2: “Menu” Introduction – Two Tasks- Teacher Monitors Phase 3: “Menu” in place- Multiple Tasks- Teacher pulls one targeted needs group Phase 4: Students using the menu and working independently-Teacher pulls multiple targeted needs groups How much time is required at each phase? When your students are successful at consistently working independently. Debriefing time will help move the process along. Today we will only focus on phase 3 and 4

Phase Three Students are introduced to the concept of the teacher working with a small group and the “no interruption” concept. The “menu” is fully in place with two must do’s and one may do activity. The teacher pulls one targeted needs group for re-teaching, or pre-teaching based on observation or assessment data. The teacher gives 5 to 7 minutes of intervention, then monitors the whole group before ending and debriefing. Remember the focus is still on training your students behaviorally to perform at a consistent level of independency. Debrief Review sample menu packet for ideas.

Phase Four Students are regularly and independently working off of a “menu.” Teacher is pulling multiple targeted needs groups for intervention and extension of lesson activities. Time allotted grows to meet the needs of the students and the curricular focus. It also might be split into different sessions, depending on the focus of the lessons. Menu items are specific to the individual learner based on needs assessments. Remember to Debrief at the end of each differentiated instructional session!

Ultimate Goal Students work independently and use “Menu” Flexible groups being pulled, monitored and adjusted Accountability system in place Teacher to routinely provide feedback on work Table conversation on ways to provide student feedback Teachers who are willing to allow all students to become responsible and accountable, have the most opportunities to practice pre-teaching, re-teaching and extension activities with students.

Anchor Activities Ongoing activities that students can work on independently that provide meaningful (practice at the application level) work for students when they have either finished an assignment or when the teacher is working with a small group. It always ties in to the current content and instruction. Students are held accountable for the work. It is NOT busy work or seat work. No Drill and Kill! Things to consider when planning anchor activities: What data am I using to support my differentiated lessons? How am I tracking student progress? How am I monitoring the flexible grouping patterns and when do I change them?

Criteria for Anchor Activities Reinforce or make new connections with the learner Provide a different pathway in order to strengthen the existing connections Appropriate challenge level for the student. Restate the fact that this is not a center rotation where all kids rotate through the same activities, it is not busy work or seat work, the work needs to be meaningful to the individual students application of content and skills.

Sample Anchor Activities (suggested but not limited to) Writing Journals Independent Reading with purpose (ie: making connections) Content-related reading Reading application activities Word work activities Math fact practice or skill work Art projects that demonstrate content knowledge Compose songs or poems illustrating understanding of content Independent projects or studies Small group projects Extensions Discuss that anchor activities should be thoughtful in terms of meeting a planned purpose. What, how and why are the considerations.

How do I differentiate? JIGSAW article Everyone read the introduction first. Pg. 36- “Hazy Lesson” Pg. 38- “Two Essentials for Durable Learning” and “Levels of Learning” Pg. 40 “Where Do Standards Fit In?” Pg. 42 “Learning Levels: A Case in Point” and “Curriculum Elements” Pg. 44 “Joining Learning Levels and Curriculum Reference Key Points from the JIGSAW article. The Differentiated Classroom by Carol Ann Tomlinson: Chapter 5

Levels of Learning Facts Concepts Principles Attitudes Skills Discrete bits of information Concepts Categories of things with common elements that help us organize, retain, and use information. Principles Rules that govern principles Attitudes Degree of commitment to idea Skills Capacity to put to work the understandings gained Connect to DOK. When planning activities, what dok are you wanting your student to move to? Look at the sample in your packet for ideas. You need to know what your standards are for DOK, where your students are at and where they need to be.

Three Questions to Ask for Differentiation: Why is the teacher differentiating? What is the teacher differentiating? How is the teacher differentiating?

Differentiate the WHY Reasons for modifying the learning experience. Access to learning Motivation to learn Efficiency of learning Excerpt from Tomlinson book “We can’t learn that which is inaccessible to us because we don’t understand it. We can’t learn when we are unmotivated by things that are far too difficult-or too easy- for us. We learn more enthusiastically those things that connect to our interests, and we learn more efficiently if we have a suitable background or experience. We also learn more efficiently if we can acquire information and express our understanding through a preferred mode.”

Differentiate the WHY “We can’t learn that which is inaccessible to us because we don’t understand it. We can’t learn when we are unmotivated by things that are far too difficult-or too easy- for us. We learn more enthusiastically those things that connect to our interests, and we learn more efficiently if we have a suitable background or experience. We also learn more efficiently if we can acquire information and express our understanding through a preferred mode.” Carol Ann Tomlinson

Differentiating the WHAT Content What the students will learn The materials they use to learn the content Process Activities through which the student make sense of the key ideas and essential skills Product How the students demonstrate their understanding and extensions of their understanding as a result of learning content Learning Environment Classroom conditions that set the tone and expectations of learning Reference Flow chart hand out.

Differentiating the HOW Readiness Skills Content Concepts Interest Hobbies Likes Dislikes Learning Profile Multiple Intelligences Strengths and Weaknesses Modality Preference

Analyze a Differentiated Lesson Carousel Activity Read your assigned article. Discuss with your team and determine: WHAT the teacher differentiated. HOW the teacher differentiated. WHY the teacher differentiated. Be prepared to share.

Key Elements to Managing a Differentiated Classroom Organizing the classroom Establish student expectations Managing flexible student groups Shared responsibility for learning Groups: K-2, 3-5, 6-8, Special Areas, SPED choose grade level to join Discuss the 4 key elements and record ideas on graphic organizer Be prepared to share out ideas

Outcomes Define Differentiation Explain the purpose of Differentiation Identify steps of the Phase In Model Plan how to Incorporate the Phase In Model Use management tools and ideas for a Differentiated classroom Group 1 what is the definition of differentiation? Group 2 What is the purpose of differentiation? Group 3 Describe Phase 1 and phase 2 for implementation Group 4 Summarize some of the management techniques that were discussed.

Application- My Big Campus Plan and implement a differentiated lesson at a Phase four level. Post in the discussions what went well and what made it successful. Include any questions or challenges that you want feedback on. Please indicate the grade level and content. (1 incentive point) Upload the menu and student work samples for 2 additional incentive points. (scan, take a picture, etc)