Differentiated instructional strategies

1. Differentiatedinstructional strategies SSHS PLC February 28, 2012

2. Session 1: Developing a Common Frame of Reference Why are we here? (CELP Standards, GT workshop, Tiered Instruction, CSAP/MAPS data, Buzz word) Essential Questions: • What is differentiation? • How do we develop a differentiation mind-set? • How do we meet students’ needs in our day-to-day instruction? • How does assessment data drive instruction?

3. What is differentiation? Definitions Ideas Lists

4. Differentiation mind-set questions • 1. Are we willing to teach in whatever way is necessary for students to learn best, even if the approach doesn’t match our own preferences? • 2. Do we have the courage to do what works, not just what is easiest? • 3. Do we actively seek to understand our students’ knowledge, skills, and talents so we can provide an appropriate match for their learning needs? • 4. Do we continually build a large and diverse repertoire of instructional strategies so we have more than one way to teach? • 5. Do we organize our classrooms for students’ learning or for our teaching?

5. Differentiation mind-set questions • 6. Do we keep up to date on the latest research about learning, students’ developmental growth and our content specialty areas? • 7. Do we ceaselessly self-analyze and reflect on our lessons …. searching for ways to improve? • 8. Are we open to critique? • 9. Do we push students to become their own education advocates and give them the tools to do so? • 10. Do we regularly close the gap between knowing what to do and actually doing it? • p. 8 & 9

6. Sample lesson Missed opportunities to differentiate • Examples of differentiation

7. Compacting Chapter 1 • For the teacher that wants solutions and wants to grow (xiii) • Professional and responsive mind-set (p.7) • “just good teaching” (xiii) • Teach smarter, not harder (p.4) • Requires proactive planning (xiii) INTENTION • Is our focus on what students are learning or on what we are teaching? (p. 8) • Teacher is not “lead actor” but “director of student planning” (xiii) • Meets the student’s needs, not the teacher’s needs (p.8) • A derivative of informed assessment (xiii) • Not about requiring less or more work from students of varying degrees of readiness (p. 10) • What teachers do if we intend to have every student understand what they are learning, why they are learning it, why they should care, and how it makes them more fully human (xiii) • No single, tried-and-true method of differentiation and assessment for all students (p.12)

8. Two simple charges of differentiation… • Do whatever it takes to maximize students learning instead of relying on a one-size-fits-all, whole-class method of instruction • Prepare students to handle anything in their current and future lives that is not differentiated, i.e., to become their own learning advocates p. 9 Wormeli

9. Results of Pre-assessment Practices Tools and Strategies Choice Boards/Choice Menus Compacting RAFTS Writing Frames Think Dots/Cube Activity Process Differentiation Product Differentiation • Instructional Planning: 1. Pre-assessment 2. Ongoing/Formative assessment 3. State/School data use • Flexible Instruction: • #14 • #11 • #20 • #17

10. Logistics • Flyer • Make-up Options • (share an article, peer observation, lunch session – time TBA) • Adams State College Credit • Website • Binders (a work in progress) • Resources • Special emphasis?

11. For next class… • Read Chapter 2 • Bring a differentiated lesson plan AND/OR • Bring a lesson plan you would like to be differentiated

12. Exit Ticket • What are some of the key steps you take before, during and after planning a differentiated lesson? • What is one fun thing you did over Blues Break?