1. Presented by: Dr. Richard M. Cash 612-670-0278 nrichconsulting@msn.com www.nrichconsulting.com Visible Differentiation: Supporting Teachers Through Observation Practices

2. In respect of all attendees: Please turn CELL PHONES OFF or to vibrate R. Cash, Ed.D. All Rights Reserved

3. Fall 2013 Author, International Consultant and Innovation Specialist Bloomington Public Schools Bloomington, MN nRich Educational Consulting, Inc. www.nrichconsulting.com/handouts R. Cash, Ed.D. 3

4. @RichardCash www.nrichconsulting.c om/handouts Smile! All Rights Reserved, R. Cash, 2012 #SDE2013

5. Session Goals Present an overview and specific examples of 3 critical dimensions of a differentiated classroom Provide ideas for developing a culture of differentiated instruction All Rights Reserved, R. Cash, 2012

6. 3 Dimensions of the Differentiated Classroom

7. Resource Indicators of Differentiated Instruction: Teacher Observation form (Cash, 2013) – C. Daneilson (2003) – D. Heacox (2009) – R. J. Marzano (2011) – C.A. Tomlinson (2004) All Rights Reserved, R. Cash, 2012

8. Indicators of Differentiated Instruction: Teacher Observation (Cash, 2013) Developmental Stage: Acquiring skills (0-2) – Unconsciously Incompetent (UI) (Doesn’t know what s/he doesn’t know) – Demonstrates little understanding/awareness – Displays inefficient strategies – Need direction, guidance and focused development All Rights Reserved, R. Cash, 2012

9. Indicators of Differentiated Instruction: Teacher Observation (Cash, 2013) Basic Stage: Applying learned skills (3-5) – Consciously Incompetent (CI) (Knows what s/he doesn’t know) – Demonstrates a general knowledge level and awareness – Displays some appropriate strategies – Need coaching, support and sustained development All Rights Reserved, R. Cash, 2012

10. Indicators of Differentiated Instruction: Teacher Observation (Cash, 2013) Proficient Stage: Automatically uses skills (6-7) – Consciously Competent (CC) (Knows what s/he knows) – Demonstrates a thorough knowledge and awareness – Displays many appropriate strategies – Need coaching, guidance and enhanced development All Rights Reserved, R. Cash, 2012

11. Indicators of Differentiated Instruction: Teacher Observation (Cash, 2013) Distinguished Stage: Refining and adapting new skills (8-10) – Unconsciously Competent (UC) (May be unaware of competence: vulnerable to complacency) – Consistently demonstrates a thorough knowledge and awareness – Consistently displays effective and efficient strategies – Need expert coaching and advanced development All Rights Reserved, R. Cash, 2012

12. Planning and Preparation

13. – Content: Know Be able to do Understand – Students: Readiness Interests Learning profiles – Assessment techniques Pre Formative Summative – Instructional effectiveness Goal setting Pedagogy Resources All Rights Reserved, R. Cash, 2012 Comprehensive knowledge of:

14. Planning and Preparation Lesson designs that reflect: – Clear goals and high standards for all – Awareness of prerequisite knowledge – Interdisciplinary connections – Student differences – Varied activities – Flexible grouping arrangements – Advanced levels of thinking/questioning – Multiple resources – Inclusion of technology – Fair, descriptive and meaningful assessment Look for All Rights Reserved, R. Cash, 2012

15. Classroom Environment and Management

16. Student management – Behavioral expectation – Movement needs – Content needs Environmental aspects – Safe and welcoming – Respectful learning space – Organization Personal/interpersonal needs – Space – Ownership – Responsibility – Interactions Comprehensive knowledge of: All Rights Reserved, R. Cash, 2012

17. Classroom Environment and Management A classroom environment that promotes: – Flexible grouping – Efficient movement – Multiple levels of instruction – Use of technology – Intellectual challenge – Choices – Interactions/Collaboration – Respect and mutual rapport – Enthusiasm/Enjoyment – Organization Look for All Rights Reserved, R. Cash, 2012

18. Instructional Practices and Assessment

19. Communication – Clear goals – High expectations – Articulate instruction Process – Readiness – Interests – Learning profiles Products – Advanced thinking – Creativity – Authenticity Assessment – Pre – Formative – Summative Comprehensive knowledge of: All Rights Reserved, R. Cash, 2012

20. Instructional Practices and Assessment Clearly stated goals and high standards Pre-assessments or on-going formative assessments Effective and engaging instructional practices Flexibility, ability to multi-task & “with-it-ness” Varied levels of complex tasks Relevant tasks that engage student interactions High level/open ended questioning Use of technology when appropriate Adaptation of instructional methods based on student progress On-going descriptive feedback to promote student success Look for All Rights Reserved, R. Cash, 2012

21. Developing a Culture of Differentiated Instruction

22. Implementation Process Pre-Assess All Staff Awareness of DI Developmental (UI) Introductory strategies Basic (CI) Planned strategies based on need Proficient (CC) Coaching for greater success Distinguished (UC) Expert coaching for complacency All Rights Reserved, R. Cash, 2012 Sustained, monitored, adjusted and evaluated

23. Questions & Discussion