Presented by: Dr. Richard M. Cash 612-670-0278 nrichconsulting@msn.com Visible Differentiation:...

Presented by:

Dr. Richard M. Cash

612-670-0278

nrichconsulting@msn.com

www.nrichconsulting.com

Visible Differentiation: Supporting Teachers Through

Observation Practices

All R

ight

s Re

serv

ed

In respect of all attendees:Please turn CELL PHONES

OFF or to vibrate

R. C

ash,

Ed.

D.

All R

ight

s Re

serv

ed

Fall 2013

Author, International Consultant andInnovation SpecialistBloomington Public SchoolsBloomington, MN

nRich Educational Consulting, Inc.www.nrichconsulting.com/handouts

R. C

ash,

Ed.

D.

3

ww

w.n

richc

onsu

lting

.com

/han

dout

s

@RichardCash

Smile!

All R

ight

s Re

serv

ed, R

. Ca

sh, 2

012

#SDE2013

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

3 Dimensions of the

Differentiated Classroom

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

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

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

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

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

Planning and Preparation

Planning and Preparation

– 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:

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

Classroom Environment

and Management

Classroom Environment and Management

• 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

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

Instructional Practices and

Assessment

Instructional Practices and Assessment

• 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

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

Developing a Culture of

Differentiated Instruction

Implementation ProcessPre-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

Questions &

Discussion