Change happens at the building level and it will not happen without the principal.

                                                                                                     C

arol Ann Tomlinson

If you think everyone is going to differentiate

instruction in a year or two, it would be better to not ask them to do anything.

Carol Ann Tomlinson

Four Common Barriers to DI

Four Common Barriers to DI

• Lack of curriculum clarity

Four Common Barriers to DI

• Lack of curriculum clarity• Lack of understanding of where

students are and who they are

Four Common Barriers to DI

• Lack of curriculum clarity• Lack of understanding of where

students are and who they are• Lack of use of effective

instructional approaches

Four Common Barriers to DI

• Lack of curriculum clarity• Lack of understanding of where

students are and who they are• Lack of use of effective

instructional approaches• Inability to manage flexible

settings

Differentiated Instruction

Training of TrainersMCIU #23

Day 3

Outcomes Day 3• Welcome, Feedback and Application

• Discussion of Chapter 5 Key Points

• Know, Do and Understand--KDU

• Ongoing Assessment

• Tiered Lessons

• Wrap

4 Pillars of DI

Differentiated Instruction

Applying DI in the Classroom

• Individually—p. 57Individually—p. 57

• Share in triadsShare in triads

• Share at tables listening for Share at tables listening for something noteworthy for whole something noteworthy for whole groupgroup

I

Applying DI in the Classroom

• Something noteworthy to Something noteworthy to share with the group share with the group

Chapter 5 Analysis

• Select 2 key points from Select 2 key points from Chapter 5 Chapter 5

• Site the points and how they Site the points and how they are connectedare connected

• Listen for instruction for how Listen for instruction for how to share with the group to share with the group

C

KDU Planning

• Complete pages 199 and 200

• Consider a unit that is coming up or one that you would like to tweak

• Feel free to work on your own or with a partner

A

What is essential content?

What the learner should know, understand and be able to do at the end of a unit of instruction (uses levels of learning). Answers the question “Why should we learn this?”

Makes connections between isolated facts and skills so they have meaning.

C

Know, Do, Understand

KNOW - Facts that are discrete pieces of information we believe to be true.

– Freezing occurs at 32 degrees.– Humans should get 8 hours of sleep.

DO - Skill or doing something with the knowledge gained

– Writing a paragraph– Finding a main idea

C

UnderstandUNDERSTAND – includes big ideas,

essential questions, and concepts

Concepts:• Conflict • Systems • Patterns • Change

C

UnderstandUNDERSTAND – includes big ideas,

essential questions, and concepts.

Essential Questions: • How are form and function related in Biology?• How do effective writers hook and hold their

readers?• What are the limits of mathematical

representation/modeling?

C

KDU – 1st grade MathKnow: • Shapes have names• Vocabulary: circle, triangle, square, rectangle Do: • Compare and contrast different shapes• Separate a mixture of shapes of different sizes into like

categoriesUnderstand: Shapes• Objects have various characteristics which can be used

to group them.

C

KDU – 2nd grade LA"Ronald Morgan Goes To Bat"

Know: • Who is Ronald Morgan• What kind of baseball player he is Do: • What do his friends think of him? Find the passage that shows this.• What does his coach think of him? How do you know?

Find the passage that shows you the answer.• Determine what Ronald's problem is. • Describe how he solves his problem.Understand: Problems• Identifying problems in stories and how characters

solved the problems helps students understand problems and stories.

C

Grade 6Social Studies

Students will: Know:

Names and roles of groups in the feudal class system.

Do: Research See events through varied perspectives Share research & perspectives with peers

Understand: Roles in the feudal system were interdependent. A person’s role in the feudal system will shape his/her perspective on events.

KDU – HS CirculationKnow: • 3 types of blood vessels—arteries, veins and capillaries. • Human heart has 4 distinct chambers. • Blood flows away from the heart in arteries and back to the heart in

veins. Do:• Trace the blood flow through the heart and lungs• Analyze the effect of different chemicals on blood vesselUnderstand: Interdependence, health• Describe in detail how the circulatory system and other systems are

interdependent. • Understand that heart health is an interaction of genetics and

environment.

C

KDU Planning

• Complete pages 199 and 200

• Consider a unit that is coming up or one that you would like to tweak

• Feel free to work on your own or with a partner

A

A Reminder…Clarity about what students should

KnowUnderstandBe Able to Do

as a result of a unit, lesson, week, etc. Is the foundation of

Durable Learning for All Students

Meaningful Preassessment

Useful Ongoing Assessment

Fair and Valid Summative Assessment

Defensible Adaptations for Advanced & Struggling Learners

(It’s THAT important!!)

Ongoing Assessment

“Most important thing we do.”

Rick StigginsJournal of Staff Development, Spring

1999

Lesson Planning and Assessment

• Objective/purpose: The what and the why.

• Anticipatory set: What will the students do?

• Input/modeling: What do I want the students to know or do? How will I actively engage them?

• CHECK FOR UNDERSTANDING: What will the students do? When will they do it? How will collect the data?

Lesson Planning and Assessment

• Guided practice: How will the students practice the new learning? How will I monitor the practice?

• Independent practice: Remind students it is perfect practice that makes perfect.

• Closure: What will students do to summarize the learning?

Diagnostic Assessment Planning

• Review diagnostic assessment examples pages 156 to 169

• Consider the unit that you did the KDU and develop 2 possible “ongoing assessments”

• Feel free to work on your own or with a partner

A

Evidence of Understanding

A

Creating a Powerful Product

1. Identify the essentials of the unit/study

K-U-D2. Identify format(s)

“Packaging options” 3. Determine expectations for quality

Content-Process-Product

4. Decide on scaffolding you may need to build

Promote success5. Develop a clear product assignment6. Differentiate the assignments based on:

Readiness-Interest-Learning profile7. Coach

For success!

Creating a Powerful Product, cont’d

MapDiagramSculptureDiscussionDemonstrationPoemProfileChartPlayDanceCampaignCassetteQuiz ShowBannerBrochureDebateFlow ChartPuppet ShowTour

LectureEditorialPaintingCostumePlacementBlueprintCatalogueDialogueNewspaperScrapbookLectureQuestionnaireFlagScrapbookGraphDebateMuseumLearning CenterAdvertisement

Book ListCalendarColoring BookGameResearch ProjectTV ShowSongDictionaryFilmCollection

Trial

Machine

Book

Mural

Award

Recipe

Test

PuzzleModelTimelineToyArticleDiaryPosterMagazineComputer ProgramPhotographsTerrariumPetition DriveTeaching LessonPrototypeSpeechClubCartoonBiographyReviewInvention

PRODUCT CHOICES CHARTAuditory Visual Tactile-Kinesthetic

Audio recordingAutobiographyBookClassifyingCommentaryCrossword puzzleDebate or panel talkDialogueDocumentaryEditorialEssayExperimentFact fileFamily treeFinding patternsGlossaryInterviewJournal or diaryLearning Center taskLetter to editorLimerick or riddleMysteryNewspaperOral reportPattern and instructionsPetitionPosition paperPress conferenceReadingScavenger huntSimulation gameSong lyricsSpeechStory or poemSurveyTeaching a lessonTrip itineraryWritten report

AdvertisementArt galleryBrochureCoat of armsCollageColoring bookComic book or stripCostumeDecorationDesignDiagramDioramaDrawing or paintingFilmstripFlannel boardFlow chartGraphic organizerGreeting cardHidden picturesHyperStudio or other multimedia presentation softwareIllustrated manualIllustrationsLearning Center visualsMagazineMapMuralPamphlet with pictures or iconsPhoto albumPhoto essayPicture dictionaryPolitical cartoonPortfolioPosterRebus storyScrapbookSlide showTransparency talkTravelogueTV programVideoWeb site

Acting things outActivity plan for tripAnimated movieCollectionComposing musicDanceDemonstrationDioramaDramatizationExhibitExperimentField experienceFlip bookFlip chartGameGame showHow-to bookInventionJigsaw puzzleLearning center—hands-on tasksManipulativesMobileModelMuseum exhibitPapier-mâchéPhotographPlay or skitPop-up bookProject cubePuppet showRap or rhymeReader’s TheaterRhythmic patternRole-playScale drawingSculptureSimulation gameSurveyTV broadcast

Research indicates students learn best when assessment…

• Gives them effective feedback• Informs and directs instruction• Actively involves them in their own

learning• Is used by students to assess

themselves and understand how to improve

Assessment Promoting Deep Understanding

• Directions: Based on your interest or learning style choose a processing activity that will best promote your learning– Choices

•Double entry journal •Concept map•Graphic organizer

I/A

Preassessment key points:

• Explain to the students that you are doing preassessment and why

• The better you understand the KDU the more focused the preassessment can be

• Give the preassessment 2 weeks before the unit

87 % Classrooms

NAEP Study

87 % Classrooms

50 % Disengaged

NAEP Study

Tiered Analysis

•Process your understanding of Tiered lessons by:–Planning a tiered lesson (p 80 or 106, see examples on 107-109)

–Challenge--planning tiered Cube/Think Dots (p 101)

–Plan a tiered menu (p 102)

READING as a gatekeeper for knowledge in secondary classrooms

– Important for teachers to know how the students are reading

– Need to know who’s having difficulty and who needs advanced materials

READING as a gatekeeper for knowledge in secondary classrooms

– If can’t read textbook how can we find a work around?

– What can I do to foster growth as a reader?• tape• text resources

• netTrekker • buddies

•www.lexile.com

What’s With Your Text Book?

I

What’s With Your Text Book?

• McDougal Little—Tiered alternatives presented in teacher’s guide

• Prentice Hall—developing webquests for math and science texts

• Holt—Live Link= chunks reading for lower levels; science labs leveled A, B, C

• Tech Paths—Curriculum mapping and lesson sharing software

I

Tiered Analysis

•Complete the Tiering Analysis Organizer by

•Reviewing 360 to 365 in Binder or

•Reviewing 136 to 140 in Text

•Then share your analysis

Tiered Analysis

•Process your understanding of Tiered lessons by:–Planning a tiered lesson (p 80 or 106, see examples on 107-109)

–Challenge--planning tiered Cube/Think Dots (p 101)

–Plan a tiered menu (p 102)

DI—Then and Now

I used to think DI was…

Now I know DI is…

I

Outcomes Day 3• Welcome, Feedback and Application

• Discussion of Chapter 5 Key Points

• Know, Do and Understand--KDU

• Ongoing Assessment

• Tiered Lessons

• Wrap

Pillar Fortifying Tasks for Day 4

• Apply one or more strategy noting your intent, results and student reaction (3-5)

• Formative assessment• Assessment variety• Tiered lesson• Other…

• Read chapter 6 highlighting 6 key points

• Extra Credit: Read chapter(s) 2, 3 or 4 highlighting 6 key points

Think big, start small but start now.