Differentiation 102 a la CAT

"Even if you're on the right track, you'll get run over if you just sit there.” Will Rogers

“Differentiation is a teacher acknowledging that kids learn in different ways, and responding by doing something about that through curriculum and instruction.” – Carol Ann Tomlinson

13 Indicators of Quality DI Quality DI: 1.Requires a “growth” or “fluid” mindset. 2.Begins with student-teacher connections. 3.Grows to community as teachers gain knowledge of students & connect them with one another. 4.Is rooted in quality curriculum. 5.Is guided by on-going assessment (for planning and feedback-not grades). 6.Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). 7.Teaches up! 8.Established flexible classroom routines. 9.Proactively and consistently uses flexible grouping of students. 10.Addresses student readiness, interest, and learning profile. 11.Addresses student needs through content, process, product, and learning environment. 12.Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. 13.Professionalizes teachers (leads toward expertise).

The Predictive Power of Mindset Fixed Success comes from being smart Genetics, environment determine what we can do Some kids are smart-some aren’t Teachers can override students’ profiles Growth/Flui d Success comes from effort With hard work, most students can do most things Teachers can override students’ profiles A key role of the teacher is to set high goals, provide high support, ensure students focus-to find the thing that make school work for a student

P EOPLE CAN C HANGE THEIR M INDSET Is a flexible mindset a precursor for differentiating instruction? Or Is it a goal for professional development related to differentiation? What are the implications of your answer?

D IFFERENTIATION is a teacher’s response to learners’ needs shaped by mindset and guided by general principles of differentiation Respectful Tasks Quality Curriculum Flexible Grouping Continual Assessment Building Community Teachers can differentiate through: ContentProcessProductAffect/Environment according to students’ ReadinessInterestLearning Profile Through a variety of instructional strategies, such as: RAFTSGraphic OrganizersScaffolding ReadingCubingThink-Tac-Toes Learning ContractsTieringLearning/Interest CentersIndependent Studies Intelligence PreferenceOrbitals4matWebquests & Web InquiryETC…

13 Indicators of Quality DI Quality DI: 1.Requires a “growth” or “fluid” mindset. 2.Begins with student-teacher connections. 3.Grows to community as teachers gain knowledge of students & connect them with one another. 4.Is rooted in quality curriculum. 5.Is guided by on-going assessment (for planning and feedback-not grades). 6.Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). 7.Teaches up! 8.Established flexible classroom routines. 9.Proactively and consistently uses flexible grouping of students. 10.Addresses student readiness, interest, and learning profile. 11.Addresses student needs through content, process, product, and learning environment. 12.Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. 13.Professionalizes teachers (leads toward expertise).

Connecting with Kids Talk at the door Early interest assessments Small group instruction Dialogue journals Student conferences Open room days Ask for student input Invite examples, analogies, experiences See input on class Use Socratic or student-led discussions Share your own stories Listen Seek varied perspectives Share own interests, questions, plans Start class with kid talk Go to student events Watch before & after school, at lunch Keep student data cards Take notes during class Attend extracurricular activities

13 Indicators of Quality DI Quality DI: 1.Requires a “growth” or “fluid” mindset. 2.Begins with student-teacher connections. 3.Grows to community as teachers gain knowledge of students & connect them with one another. 4.Is rooted in quality curriculum. 5.Is guided by on-going assessment (for planning and feedback-not grades). 6.Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). 7.Teaches up! 8.Established flexible classroom routines. 9.Proactively and consistently uses flexible grouping of students. 10.Addresses student readiness, interest, and learning profile. 11.Addresses student needs through content, process, product, and learning environment. 12.Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. 13.Professionalizes teachers (leads toward expertise).

Building Community Establishes the framework for a responsive classroom – Each student’s need for a “next step” – Responsibility for own growth – “We’ve got your back” mentality – Competition against self (vs. others) – Fair as each student getting what he/she needs to succeed – Working like colleagues Begins with teacher mindset Extends to student belief in one another Supports the belief that we win or lose together Ensures security/safety necessary for academic growth Enables students to work as a team Provides the teacher with “teammates” too

13 Indicators of Quality DI Quality DI: 1.Requires a “growth” or “fluid” mindset. 2.Begins with student-teacher connections. 3.Grows to community as teachers gain knowledge of students & connect them with one another. 4.Is rooted in quality curriculum. 5.Is guided by on-going assessment (for planning and feedback-not grades). 6.Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). 7.Teaches up! 8.Established flexible classroom routines. 9.Proactively and consistently uses flexible grouping of students. 10.Addresses student readiness, interest, and learning profile. 11.Addresses student needs through content, process, product, and learning environment. 12.Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. 13.Professionalizes teachers (leads toward expertise).

To Talk About… What do you think is the relationship between quality curriculum and student outcomes where you work? Student Success Quality Curriculum Student Buy-In

Planning a Focused Curriculum Means Clarity About What Students Should… Understand - Principles/ Generalizations - Big Ideas of the Discipline Know -Facts -Vocabulary -Definitions Be Able To Do - Process - Skills

Differentiation in UbD When it is important to differentiate in the UbD framework?

13 Indicators of Quality DI Quality DI: 1.Requires a “growth” or “fluid” mindset. 2.Begins with student-teacher connections. 3.Grows to community as teachers gain knowledge of students & connect them with one another. 4.Is rooted in quality curriculum. 5.Is guided by on-going assessment (for planning and feedback-not grades). 6.Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). 7.Teaches up! 8.Established flexible classroom routines. 9.Proactively and consistently uses flexible grouping of students. 10.Addresses student readiness, interest, and learning profile. 11.Addresses student needs through content, process, product, and learning environment. 12.Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. 13.Professionalizes teachers (leads toward expertise).

13 Indicators of Quality DI Quality DI: 1.Requires a “growth” or “fluid” mindset. 2.Begins with student-teacher connections. 3.Grows to community as teachers gain knowledge of students & connect them with one another. 4.Is rooted in quality curriculum. 5.Is guided by on-going assessment (for planning and feedback-not grades). 6.Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). 7.Teaches up! 8.Established flexible classroom routines. 9.Proactively and consistently uses flexible grouping of students. 10.Addresses student readiness, interest, and learning profile. 11.Addresses student needs through content, process, product, and learning environment. 12.Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. 13.Professionalizes teachers (leads toward expertise).

RAFT

13 Indicators of Quality DI Quality DI: 1.Requires a “growth” or “fluid” mindset. 2.Begins with student-teacher connections. 3.Grows to community as teachers gain knowledge of students & connect them with one another. 4.Is rooted in quality curriculum. 5.Is guided by on-going assessment (for planning and feedback-not grades). 6.Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). 7.Teaches up! 8.Established flexible classroom routines. 9.Proactively and consistently uses flexible grouping of students. 10.Addresses student readiness, interest, and learning profile. 11.Addresses student needs through content, process, product, and learning environment. 12.Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. 13.Professionalizes teachers (leads toward expertise).

13 Indicators of Quality DI Quality DI: 1.Requires a “growth” or “fluid” mindset. 2.Begins with student-teacher connections. 3.Grows to community as teachers gain knowledge of students & connect them with one another. 4.Is rooted in quality curriculum. 5.Is guided by on-going assessment (for planning and feedback-not grades). 6.Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). 7.Teaches up! 8.Established flexible classroom routines. 9.Proactively and consistently uses flexible grouping of students. 10.Addresses student readiness, interest, and learning profile. 11.Addresses student needs through content, process, product, and learning environment. 12.Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. 13.Professionalizes teachers (leads toward expertise).

13 Indicators of Quality DI Quality DI: 1.Requires a “growth” or “fluid” mindset. 2.Begins with student-teacher connections. 3.Grows to community as teachers gain knowledge of students & connect them with one another. 4.Is rooted in quality curriculum. 5.Is guided by on-going assessment (for planning and feedback-not grades). 6.Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). 7.Teaches up! 8.Established flexible classroom routines. 9.Proactively and consistently uses flexible grouping of students. 10.Addresses student readiness, interest, and learning profile. 11.Addresses student needs through content, process, product, and learning environment. 12.Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. 13.Professionalizes teachers (leads toward expertise).

F LEXIBLE G ROUPING Ability Interest Learning Profile Cooperative Groups Individual Pairs Small Group Instruction Whole Group Student Choice Teacher Choice

13 Indicators of Quality DI Quality DI: 1.Requires a “growth” or “fluid” mindset. 2.Begins with student-teacher connections. 3.Grows to community as teachers gain knowledge of students & connect them with one another. 4.Is rooted in quality curriculum. 5.Is guided by on-going assessment (for planning and feedback-not grades). 6.Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). 7.Teaches up! 8.Established flexible classroom routines. 9.Proactively and consistently uses flexible grouping of students. 10.Addresses student readiness, interest, and learning profile. 11.Addresses student needs through content, process, product, and learning environment. 12.Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. 13.Professionalizes teachers (leads toward expertise).

Let Me Count The Ways… ContentProcessProductEnvironment Readiness Interest Learning Profile

What’s the Point?

13 Indicators of Quality DI Quality DI: 1.Requires a “growth” or “fluid” mindset. 2.Begins with student-teacher connections. 3.Grows to community as teachers gain knowledge of students & connect them with one another. 4.Is rooted in quality curriculum. 5.Is guided by on-going assessment (for planning and feedback-not grades). 6.Ensures respectful tasks (based on essential understandings, equally engaging, require high level thought). 7.Teaches up! 8.Established flexible classroom routines. 9.Proactively and consistently uses flexible grouping of students. 10.Addresses student readiness, interest, and learning profile. 11.Addresses student needs through content, process, product, and learning environment. 12.Addresses student needs when the teacher is “on stage” as well as when the student is at the center of the learning. 13.Professionalizes teachers (leads toward expertise).