1. Differentiation PLC

2. What is differentiation?
Differentiation is NOT a set of strategies It’s an approach to teaching and learning.
Strategies are tools to accomplish the goals of differentiation.
2. Differentiated core instruction meets all learners where they are and scaffolds them to mastery of the learning target.
In this section, we will work to make differentiation tangible. Frequently, leaders will tell teachers “I want you to differentiate more” and teachers will leave the conversation and not know what the leader wants. This section will help to give concrete approaches to leaders and teachers so that there is a shared understanding of what and how the current practices should change.
Have participants popcorn read this slide. (>2 minutes)
Carol Tomlinson (2008)

3. Methods for Differentiation by Process—Bridging
Defined: Explicit moves by the teacher to help students make connections, see patterns, or discover relationships between prior knowledge and new knowledge. What are the connections to previous, future and other content areas? How much content is foundational, repeated, new and essential?
Have a participant read the bridging definition and rhetorical questions listed beneath. (>1 minute)
Differentiation by Process –process is how the learner comes to make sense of, understand and “own” the key ideas and skills of a learning target.

4. Why the bridging approach:
1. Brains can only hold seven new and unassociated concepts in working memory. (Not seven pieces of information in every class, but seven new items in all).
Teachers should plan with essential understandings to reduce number of new concepts, and they also need to plan focusing on “student backgrounds” not “teacher expertise.”
2. Teachers have to chunk and connect new learning so that it can be transferred effectively to long-term memory.
Tools include: concept maps, graphic organizers
3. Students need prior knowledge to anchor new knowledge.
Teachers may have to build schema to help students bridge knowledge.
Have facilitator read facts. Have participant read italicized “teacher should” through the slide. (2 minutes)
Differentiation by Process –process is how the learner comes to make sense of, understand and “own” the key ideas and skills of a learning target.

5. Bridging Look Fors
Is the teacher planning with focus, rigor and coherence strategies?
Focus: alignment of concept depth to past foundation and future stretch
Coherence: connections in the learning to past and present instruction as well as to other content disciplines
Have participants discuss these questions. They can take notes in their digital notebook. Have tables rotate sharing answers to each question. (3-5minutes)
Differentiation by Process –process is how the learner comes to make sense of, understand and “own” the key ideas and skills of a learning target.

6. Methods for Differentiation by Process—Metacognitive Skills
Developing Metacognition Skills
Defined: Students think about their processes and conceptual knowledge effectively to apply to authentic learning situations/developing thinking about thinking
Students map their thinking, analyze their understandings orally and in writing, and reflect on learning. These skills are linked closely to the “Action and Accountability” component of a ready student.
Have a participant read the bridging definition and rhetorical questions listed beneath. (>1 minute)
Differentiation by Process –process is how the learner comes to make sense of, understand and “own” the key ideas and skills of a learning target.

7. Effective Tasks Look Fors
Complexity of Task: designed at application level or higher so that the outcome is not guaranteed (a chance for productive failure exists)
Discussion of Process: Students are interacting with one another to build each other’s knowledge.
Argumentation: Students use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable.
High Frequency of Questioning and Academic Feedback: (to be discussed in the next module)
Have participants discuss these characteristics. There is a T chart in their digital notebook that they can record “what am I seeing”/”what should I be seeing”. Have tables rotate and share out. (3-5 minutes)
Differentiation by Process –process is how the learner comes to make sense of, understand and “own” the key ideas and skills of a learning target.

8. Methods for Differentiation by Process— Using a Model
Ask students to use models to help students to make sense of the learning target. The models may help students see relationships or patterns that they may not have been able to see previously.
ie. Exemplar paragraph or a completed math problem
When should a model be used during a lesson?
When is the most important time for students to have a CORRECT model of what the learning target/objective should be?
Read the definition of a student model and discuss two questions. Note that the model is the criteria for success for your students. Allow participants to have open discussion, but cue them toward modeling at the beginning of a lesson. Participants can take notes in their digital notebook . (3 minutes)
Differentiation by Process –process is how the learner comes to make sense of, understand and “own” the key ideas and skills of a learning target.

9. English Language Arts Models
Utilizing Student Models
Use work samples that model strong success criteria.
How does this opening ELA activity provide a model?
How does it not?
Can students receive feedback towards this model of success?
Does this activity give students a model of what success looks like?
Have participants define when this type of activity occurs in an ELA classroom. Ask participants if this is a model of success or a model that needs to be corrected. After clarifying this is a poor model, allow participants to partner or table discuss the questions. (3-5 minutes)
Differentiation by Process –process is how the learner comes to make sense of, understand and “own” the key ideas and skills of a learning target.

10. English Language Arts Models
Utilizing Student Models
Use strong work samples that model accurate thinking examples of the success criteria.
How could a teacher begin with this model instead; and then, provide student feedback towards this model?
How could students monitor their progress towards this success criteria provided at the beginning of the lesson?
How does this work sample change the initial model of success for students.
Sample answers:
Provide teacher to student feedback towards the expected outcome.
Provide the opportunities for students to provide other students feedback towards the expected outcome.
Students can monitor their own progress towards the success criteria.
Have participants work through the questions. Then ask if the teacher said, “Identify all the ways correct capitalization was used. Pick two examples and explain them in writing”, could this become a warm up with a positive model?
Reinforce conversation around providing a strong initial teaching model gives students anchor points of what success should look like. (3 min)
Differentiation by Process –process is how the learner comes to make sense of, understand and “own” the key ideas and skills of a learning target.

11. Modeling Look Fors
Does the model provide students with a destination point for success?
Does the teacher use the model as a reference for student feedback towards the model (expected outcome)?
Does the teacher provide opportunities for students to provide other students feedback based on the model?
Do the students monitor their own progress using the model?
Note: Models are not used in every lesson. Inquiry based lessons may not use a model; however, the teacher understands when a model is necessary to guide the thinking of all learners.
Have participants discuss these questions. They can take notes in their digital notebook. Have tables rotate sharing answers to each question. (5-7 minutes)
Differentiation by Process –process is how the learner comes to make sense of, understand and “own” the key ideas and skills of a learning target.

12. Presenting Instructional Content-Level 5
How do these differentiation strategies translate to the TEAM rubric and teacher feedback?
Presenting Instructional Content-Level 5
How do each of these strategies fit into the TEAM rubric? Have participants discuss the connections to Presenting Instructional Content. Prompt participants to think about how these three differentiation approaches could become concrete and actionable feedback around this indicator. (3 minutes)
Differentiation by Process –process is how the learner comes to make sense of, understand and “own” the key ideas and skills of a learning target.

13. What other pieces of the TEAM rubric connect to these strategies?
Teacher Content Knowledge
Thinking
What else?
Ask participants how the three differentiation approaches could fit into these rubric indicators as well. Allow time for discussion (3-5 minutes)
Differentiation by Process –process is how the learner comes to make sense of, understand and “own” the key ideas and skills of a learning target.