1. Differentiated Instruction Introduction

2. “Learning has nothing to do with what a teacher covers.
Learning has to do with what the students accomplish.”
Harry Wong

3. Outcomes for Participants
Participants will be able to:
Define Differentiated Instruction
Understand the Importance of DI
Align DI with PLC Learning Questions
Conference if not focus on assessment you are not functioning as a PLC
Professional Learning Communities

4. Teaching Standards: Standards Teaching
Uses strategies to deliver instruction that meets the multiple learning needs of students
Selects strategies to engage all students in learning.
Uses a variety of methods to monitor student learning.
Demonstrates competence in classroom management
Teaching
Para-Educator
Administration
Differentiated
Instruction
Provide PD and tools needed to carry out the plan

6. PLC Big Idea #1 Focus on Learning
We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

7. Excellence for All
To have a mission of learning for all
You must believe all students can learn at high levels
You must take responsibility to ensure that all students learn.

8. 4 Learning Questions 4 Learning Questions
What do we want each students to know or be able to do?
How will we know they have learned? What evidence do we have of the learning?
How do we respond when students don’t learn or struggle?
How do we respond to those who have already learned?
Student Learning Expectations
Formative Assessment
Differentiation/Enrichment
Response to Intervention
Pyramid of Intervention
Learning Supports
4 Learning Questions

9. What happens if I struggle or fail?
Student Questions
What do I need to know?
Where am I now?
How do I get there?
What happens if I struggle or fail?
Student questions

10. Differentiated Instruction Enrichment Pyramid Response to Intervention
What do we want students to know and be able to do?
Standards/Benchmarks (Learning Outcomes)
Classroom SMART goals & SMART targets
How will we know if they can do it?
Formative assessments/cycle
Multiple data sets
Protocol for data analysis (ASW)
How will we respond when they can’t?
Core Instruction
Differentiated Instruction
Enrichment
Pyramid Response to Intervention
Learning Supports

11. + = Culture Learning Focus Differentiated Classroom
Instruction & Assessment
Student Engagement
Management
Culture
Learning Environment + =

12. Differentiated Classroom
Management
Culture
Instruction & Assessment
Student Engagement
Learning Environment
Differentiated Classroom
Learning Focus

13. Definition of Differentiated Instruction
Differentiated Instruction is an approach that empowers both teachers and students to maximize learning for all by providing multiple pathways for students to take in information, make sense of ideas, and express what they have learned.
Carefully crafted instruction responds to individual profiles, interests and readiness by modifying content, process and products.
Through DI, teachers take into account who they teach, what they teach, where they teach and how they teach.
Key words

14. Definition of Differentiated Instruction
Differentiated Instruction (DI) is an approach that empowers both teachers and students to maximize learning for all by providing multiple pathways for students to take in information, make sense of ideas, and express what they have learned.
Carefully crafted instruction responds to individual profiles, interests and readiness by modifying content, process and products.
 Through DI, teachers take into account who they teach, what they teach, where they teach and how they teach.
Happening in classrooms

15. The basic premise of DI is that students are different.
Teachers of effective heterogeneous classrooms
recognize the similarities and differences in students
and proactively plan for these differences.
Everyone would probably agree that students are different. In a differentiated classroom, however, teachers look carefully at these differences and consider them when planning instruction.
Let’s consider more specifically how students differ.

16. So how do we know what to do?
Cassandra Erkens, 2008
Anam Cara Consulting, Inc
So how do we know what to do?
CR district provided us with instruction on Cassie Erkens ‘Process for Common Assessments’. She is a proponent for PLCs.
Beginning with the box with the Star – teachers identify the learning targets, we call them the ‘student learning expectations’ that the district has identified the students need to be proficient at by the end of the year
-We then discuss what formative and summative assessments have already been done through daily work, math/reading unit tests that point to skills the students need continued work on in order to be proficient. Additional assessments may also be developed to gather that information. If it is a skill area to focus on, we write a SMART goal.
-Students are grouped based on learning needs and instruction is planned and carried out through intervention blocks/ enrichment time 20 minutes a day, 3-4 days a week, 2-3 weeks. Groups are fluid, students may be moved into a different group.
-Post assessment is given. Scores are compared with pre assessment data to see what academic gains have been made.
-Should there be students who fail to meet the SMART goal expectation, we discuss those learning needs and begin this second process circle.
-We don’t leave students behind on skills as they may be scaffold skills that are needed for higher learning skills. We plan for additional instructional time in students’ classroom.
-Again, instruct and assess
-Monitor results
-Continue this process until students show progress. -

17. Differentiated Instruction Continuum
Not Differentiated
Highly Differentiated
“One-Size-Fits-All”
Assessment
Learning Profile
Tiered Activities
Curriculum Compacting
Learning Contracts
Independent Study
Flexible Grouping
Anchor Activities
Learning Centers/Stations
Problem-Based Learning
Project-Based Learning
Picture DI as a continuum. On the far left, Not Differentiated, we have “One-Size-Fits-All” where the teacher does the same lessons and routines year after year regardless of who the students are. Then look at the far right side at all the things listed under the Highly Differentiated end of the continuum. Participants probably recognize and use some of the things listed. All of these are teacher and classroom practices that imply that a teacher is being responsive to different learning needs of the students in the classroom. This does not mean that all of these practices have to be in place every day all day or differentiating is not occurring! Rather, this list shows that the teacher is paying attention to the similarities and differences among students. Assure participants you will examine many of these during this two-day training.
Along the continuum from the left side to the right, the teacher is learning about how to differentiated and learning instructional strategies to meet the needs of different students. The list on the far right doesn’t happen all at once. The teacher adds to it as he/she progresses in the journey.

18. Differentiated Instruction Continuum
Not Differentiated
Highly Differentiated
“One-Size-Fits-All”
Assessment
Learning Profile
Tiered Activities
Curriculum Compacting
Learning Contracts
Independent Study
Flexible Grouping
Anchor Activities
Learning Centers/Stations
Problem-Based Learning
Project-Based Learning
EVERYONE
IS ON
THE JOURNEY!!
Tell participants that if you passed out dots and asked each of them to mark where they are on the continuum or “journey” of learning ways to be responsive to different instructional needs of students, the dots would be all over the continuum because they are all at different places with DI.

19. Let’s visit a few classrooms …
Next, let’s take a look at the case studies.
Direct your participants to their resource books to read either Case Studies 1 and 2 for a 5th grade example or direct them to Case Studies 3 and 4 for a 9th grade example, depending on the grade levels represented in your audience. If the grade levels are appropriate and time allows, you could discuss both pairs of examples.
Discuss how the teacher in each pair is differentiating instruction. Make the point that all the teachers know there are learning differences in their classes. The teachers in Case Studies 2 and 4, however, are further along on their journeys to be more responsive to the different learning needs of their students.

20. How is each differentiating instruction?
Case Study
Vicki Barrett’s fifth-grade math class…
Scott Marsh’s fifth graders are also…
Read and Discuss:
How is each differentiating instruction? 14

21. Definition of Differentiated Instruction
Differentiated Instruction (DI) is an approach that empowers both teachers and students to maximize learning for all by providing multiple pathways for students to take in information, make sense of ideas, and express what they have learned.
Carefully crafted instruction responds to individual profiles, interests and readiness by modifying content, process and products.
 Through DI, teachers take into account who they teach, what they teach, where they teach and how they teach.
Happening in classrooms