1. Differentiation in the 21st Century
Pre-Assessment, Formative Assessment and Instructional Differentiation
CEC Conference Nov. 19, 2017
Presented by:  Tammy Redecker and Jamie Miller

2. Norms Be present and fully engaged Value the spirit of collaboration
Be willing to question and be questioned
Be willing to be disturbed
Respect multiple perspectives and avoid assumptions
Be professional in all that we do
Be focused on the vision we have for students

3. Four Corners: Pre-Assessment
Based on the given question, move to the corner that best represents where you are.
How effective are you at utilizing ongoing formative assessments to differentiate instruction?
How would you rate your use of differentiation in the classroom?
How would you describe your use of pre-assessment in the classroom to determine lesson starting points?

4. Outcomes Calibrate our understanding around what differentiation is.
Understand the role of assessment in the differentiated classroom.
Learn instructional ideas for differentiating your classroom.

5. Agenda Differentiation Calibration Assessment Differentiating
Assumption Wall
Most Important
Leveled Readings
Differentiating
Content
Process
Product
Reflection

6. What is Differentiation?
Brain dump
write on your paper what you know or think you know about DI
share with table group
share whole group

7. Differentiation:
Focuses on whom we teach, where we teach, and how we teach
Its primary goal is to ensure the learning of every student
Responsive teaching, meaning that teachers are attuned to students' varied learning needs and will make modifications in how students get access to important ideas and skills, in ways they will demonstrate understanding of essential ideas and skills, and the learning environment
Suggests that teachers can work to implement patterns of instruction to benefit multiple students versus individualization
(Tomlinson and McTighe, 2006)

8. The most important single factor influencing learning is what the student already knows. Ascertain this and teach him accordingly.
--David Ausubel, Educational Psychology: A Cognitive View
Differentiation can not happen if I don't have a starting point for my students
The starting point for today will be pre-assessment

9. Assessment Assumption Wall
As an individual:
Write 1 assumptions you have about assessment on a strip of paper.
As a group:
Once everyone has written down their 1 assumption, put them in the middle of your group.
In "Round Robin" fashion, go around the table having each person identify one assumption that they would like to have clarified or the rationale behind.
The person who wrote the assumption is the only person allowed to speak and give their rationale.
Turn over the assumption once it has been discussed
Our purpose with the Assumption Wall is to get everyone thinking and activating their background knowledge, it also encourages individual processing as well as group processing and dialogue.
There is also accountability and equality in the process

10. Most Important!: Working individually:
Read your assigned section of text
Identify your most important
Word
Sentence
Paragraph
Working as a group:
Compare your words, sentences and paragraphs
Determine 1 word, 1 sentence, and 1 paragraph that best represents your section of text
Capture your word, sentence and paragraph in writing and be prepared to give a rationale for your decision
Most Important is a synthesizing strategy to help students make meaning of what they read and connect it to their own learning and needs
revisit your assumption wall, in what ways might your thinking have changed or have been clarified around pre-assessment?

11. Assessment Assumption Wall
Revisit your assumptions
In what ways might your thinking have been changed or clarified?
In what ways might your thinking have been confirmed?
Discuss as a table group

12. Once I know my starting point, I can then plan with differentiation in mind to meet the needs of my students.
However, I can't just rely on pre-assessments, I will need to constantly formatively assess my students as my lesson or unit progresses to continually know when and where I need to stop, provide extra support or differentiate further. 

13. Ways to Differentiate:
Content
What is to be learned or mastered
What we want the student to accomplish after instruction
Includes curriculum topics, concepts or themes
Reflects state or national standards
How can I differentiate with content in mind:
Based on readiness levels from pre-assessments I can develop learning activities to meet the needs of diverse learners
Provide student choice in learning activities, assignments to allow for more depth of learning
Utilize various resources to match student levels of understanding

14. Ways to Differentiate:
Process
How students learn or interact with the content
How students make sense of or understand the information, ideas, and skills being studied
Reflects student learning styles and preferences
Varies the learning process depending upon how students learn
How can I differentiate with process in mind:
Based on student interest and learning profiles from pre-assessments, relationship building and observations, I can develop learning activities to meet the needs of diverse learners
I can focus on connecting learners with areas of interest in real life
I can utilize multiple modalities when giving instruction
Build in opportunities for choice and various grouping arrangements

15. Ways to Differentiate:
Product
The end result of student learning
How students demonstrate mastery or understanding of material
Tends to be tangible or observable: reports, tests, presentations, displays...
Can allow for choice, variety, and challenge
How can I differentiate with product in mind:
Based on interests, learning profiles and readiness levels from pre-assessments, formative assessments, relationships and observationslevels, I can develop summative assessments to meet the needs of diverse learners
Provide student choice in type of product they will use
I can provide challenge levels

16. Ways to Differentiate:
Learning Environment
"Weather" or mood of the classroom
Includes classroom's operation and tone
Class rules
Furniture arrangement
Lighting
Procedures
Community
Carol Tomlinson also offers that learning environment is a 4th way to differentiate.  
As a district we do a lot of work around building classroom culture and community and this plays into this area. 

17. Ways to Differentiate:
What?, So what?, Now what? Strategy
Individually
Choose 2-3 different teaching techniques
Return to your seat
Complete your graphic organizer
Share your learning with a peer
Strategy can help individuals to synthesize information into meaningful chunks that are directly applicable to them
identifies
gives meaning
allows for application
Share 1 thing you plan to take back to your classroom or that you found most interesting with whole group

18. Four Corners: Reflection
Based on your new learning, clarification or time to review information, move to the corner that best represents where you are.
How would you describe your level of understanding and comfort with differentiation as it relates to content, process and product based on the use of assessments?

19. References:
Bender, W. N. (2002). Differentiating instruction for students with learning disabilities: Best teaching practices for general and special educators. Thousand Oaks, California. Corwin Press, Inc. Gregory, G. H., & Chapman, C. (2002). Differentiated instructional strategies: One size does not fit all. Thousand Oaks, California. Corwin Press, Inc. Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction + understanding by design: Connecting content and kids. Alexandria, Virginia. Association for Supervision and Curriculum Development. Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. Alexandria, Virginia. Association for Supervision and Curriculum Development.

20. Feedback

21. Thank You!