1. Teaching and Learning Cycle and Differentiated Instruction A Perfect Fit Rigor Relevance Quality Learning Environment Differentiation

2. Core Elements RIGOR is evident when students understand and apply important concepts, processes, and ideas. Teaching for rigor is helping students develop the capacity to understand complex content, processes, and ideas. Why Rigor? Research indicates that instruction focused on high levels of rigor and challenge benefit all students—high or low performers, educationally disadvantaged or advantaged, advanced or special needs. Anne Arundel County Public Schools

3. Rigor with Differentiated Instruction Differentiate content information to challenge all learners and respect what students already know and understand. Provide students with the criteria and standards for successful task completion. (Exemplars help students see the rigor) Teach students self-questioning and think-aloud techniques to unpack their thinking. Use probing and clarifying techniques to assist students to higher order answers. Give adequate Wait Time to students. Communicate high expectations to every student and provide supports for success.

4. Core Elements A QUALITY LEARNING ENVIRONMENT exists when all students are valued and positive relationships are developed. Students and teachers work productively and are focused on learning. Why a Quality Learning Environment? Studies of effective instruction, teacher expectations, student time-on task, caring adult relationships, and student engagement have consistently demonstrated that improved student outcomes result from strong, positive and supportive learning environments. Anne Arundel County Public Schools

5. Quality Learning Environment with Differentiated Instruction Know your students through Learning Profiles Teach the Multiple Intelligences – so students knowtheir strengths Provide a variety of routines and rituals, so that allstudents are successful behaviorally and academically Refer to 504 and IEP plans Provide a variety of materials that are available Provide a variety of levels of reading material

6. Core Elements RELEVANCE is evident when teachers ensure that students make connections within the content, across contents, and to the outside world in ways that are meaningful and important to them. Why Relevance? Research indicates that higher levels of engagement, learning and retention occur when teaching is relevant to students’ lives. For the work of students to have meaning and impact beyond the classroom, pedagogy must make it clear that what students are learning has impact beyond the classroom. Anne Arundel County Public Schools

7. Relevance with Differentiated Instruction Make career connections whenever possible. Use students’ real life experiences to connect school learning to students’ lives. Acknowledge all students’ comments, responses, questions, and contributions. Ensure that bulletin boards, displays, instructional materials, and other visuals in the classroom reflect the racial ethnic and cultural backgrounds represented by students. Use different examples for students depending on their culture, background, and experiences.

8. Core Practice Planning for Learning Planning for Learning is a structure for conscious and deliberate teacher decision making. The planning process demands deep knowledge of the learner, instructional practices and content. Rigor, relevance and a quality learning environment must be evident in the planning for learning to maximize student achievement. Why Planning for Learning? Research recognizes high quality collaboration with other professionals creates an intensive focus on learning while enhancing the capacity of the teacher. This process leads to higher levels of student achievement. Anne Arundel County Public Schools

9. Planning for Learning with Differentiated Instruction Outcome(s) are extremely clear and communicated visually and verbally - written with language that ALL students should be able to comprehend. Create and give a pre-Assessment that will give you the data you need to successfully group students and provide the appropriate strategy. Activate Prior Knowledge. Prime their brains before you start the lesson (days before teaching it) so ALL students have background knowledge to pull from and attach to. Explain if you are differentiating the content, process or product. Explain if you are grouping, giving anchor activities, using intervention programs, and/or creating curriculum compacted units. Prepare special technology for the desired outcome.

10. Core Practice Teaching for Learning Teaching for Learning is the manifestation of planning for learning. Teachers facilitate multiple opportunities for student learning. Rigor, relevance and a quality learning environment is evident when learners independently apply and extend their knowledge. Why Teaching for Learning? Research recognizes the single most influential factor of student achievement in school is the teacher. Anne Arundel County Public Schools

11. Teaching for Learning with Differentiated Instruction List the strategies you plan to use within these lessons – make sure they have been adjusted for your students’ background knowledge and skill level. Use the best, researched strategies (Best practices, brain research, etc.) Plan your formative assessments – make sure the format does not impact student performance. Tier the content (objective), process (thinking verbs, questions, etc.), and/or product (assessments) Challenge students at THEIR “just right” level Apply the gradual release of responsibility: I, We, You Scaffold appropriately based on your observations of student performance. List groups and their assignments – explain why these groups were formed – what data was used? Decide if enrichment is needed Determine the homework assignments if needed.

12. Core Practice Assessing for Learning Assessing for learning is the gathering of quantitative and qualitative data to make informed and diagnostic decisions about student learning. Assessment informs planning, advances learning and is integral to and embedded within instruction. It monitors the progress of students’ application and extension of their knowledge in an environment of rigor, relevance and a quality learning environment. Why Assessing for Learning? Research indicates that using assessment for learning accelerates student achievement. The goal of assessment for learning is realized when teachers and students jointly take ownership in the process of learning for mastery. Anne Arundel County Public Schools

13. Assessing for Learning with Differentiated Instruction List the evidence of learning – did they get the outcome – why or why not? What will you do if they don’t? Did the assessment or product match up with your outcome? How will this assessment data inform your planning for the next lesson? What specialized instruction will students need to meet the outcome, if not already met?

14. Differentiated Lesson Planning Sequence: Planning for Learning 1. Identify your essential understandings, questions, benchmarks, objectives, skills, standards, and/or learner outcomes. 2. Identify your students with unique needs, and get an early look at what they will need in order to learn and achieve. 3. Design your formative and summative assessments. 4. Design and deliver your pre-assessments based on the summative assessments and identified objectives. --Wormeli

15. Know the Students Interest Inventory Learning Styles Pre-assessment Data Vertical Teaming Data

16. Assessment is a process and not an event. Do something with the information provided by formative assessment. Begin with the end in mind. Provide students with feedback that is descriptive & not judgmental to keep them motivated.