Differentiated Instruction Continuing the Journey

1. Differentiated InstructionContinuing the Journey Franklin, TN February 20, 2006 Judy Rex judyrex@cox.net

2. LIFE-LONG LEARNERS ARE:Curious * ProductiveEmpathetic * CreativeResponsible * Cooperative * Classroom standard: ETHIC OF HARD WORK AND PERSONAL BEST EFFORT WHICH IS RECOGNIZED AND APPRECIATED!

3. What Keeps Us Going As Learners? success effort effort success success effort

4. Basic Needs + Management = Supportive Environment Building a Learning Environmentthat Supports Differentiation • Comfort • Trust • No-Risk • Status • Independence • Perseverance • Autonomy • K. Brimijoin, 2002 • Shared Control • Routines • Modeling & Support • Teambuilding • Choice • Student Understanding of Differentiation • Self-Assessment • Safety • Love • Belonging • Respect • Decision Making • Goal Setting • Ongoing Assessment

5. Get to Know Your Kids! • Learning profile • Interest • Readiness • Share stories • Lunch Bunch • Celebrations - birthdays, events, accomplishments

6. SHARED RESPONSIBILITYIN THE CLASSROOM “ … A wise teacher understands that virtually everything in the classroom will work better if it “belongs to us” rather than “belonging to me”. Positive environment Mutually agreed-on guidelines Clear routines + Plentiful support for success Student pride and ownership Carol Tomlinson, Fulfilling the Promise of the Differentiated Classroom

7. ***Classroom Procedures***Defined and Practiced • Classroom agreements • Classroom cues • Home base seating • Moving into groups • Materials distribution and turn in • Anchor activities

8. Classroom Agreements • We agree to give mutual RESPECT: to ourselves and others; to property, space and feelings. • We agree to promote SAFETY: both physical and emotional safety is important to us; to be encouraging and helpful; no put-downs; to be tolerant and accepting of our differences. • We agree to be ACTIVE AND EXCELLENT LEARNERS: positive attitudes; responsible, excellent role models, attentive listeners; always giving a personal best effort! Judy Rex, 2000 and Nanci Smith, 2004

9. CLASSROOM CUES As a tool for ongoing assessment, classroom cues are developed cooperatively to describe student behavior and learning activities. Both students and teachers use these cues for reflective and evaluative purposes. The students decide on the terms and a list of descriptors for 3 or 4 levels of effort and become quite proficient at self-assessment. For example: • X FACTOR (EXTRAORDINARY) represents efforts that go “above and beyond” expectations. • EXCELLENT reflects personal best effort with a positive attitude. • GETTING BY indicates better effort or a more positive attitude could be exhibited. • YOU’RE OUT means that behavior, effort, or quality of work is not acceptable. Judy Rex, 2000

10. EXAMPLES OF SHARED RESPONSIBILITY • Care of the classroom • Class meetings: communication with respect and positive intent • Evaluation checklists - used to review and evaluate peer interactions • Involve students in scheduling decisions • Engage students in assessing their own progress: checklists of skills, portfolios, exhibitions, etc. • Help students set their own academic goals based on what they should know, understand and be able to do Carol Tomlinson, Fulfilling the Promise of the Differentiated Classroom

11. THINK-PAIR-SHARE • What implications does this have for your classroom? • What responsibilities do you currently share with your students? • How could you turn more responsibility over to the students? • Discuss with your 12 o’clock partner.

12. Have an “On Their Side” Approach • Align yourself with your student • Discuss the non-negotiables • Ask him/her for suggestions for solving the problem • Determine the plan and consequences • Monitor and adjust • Celebrate success! • Use “community circles” or round table discussions for solving group issues • Have an “issue” box or bulletin board for communication Bob Strachota, On Their Side

13. CONFLICT RESOLUTION • Students accept ownership for behavior and responsibility for consequences. • Clear expectations are developed collaboratively – IN ADVANCE! • Behavior plans or contracts – What are you doing? • “I” messages, peer mediation • Conferences, community circles, sticky notes • Have an “On Their Side” attitude. Find out why the behavior occurred.

14. Name _______________________ Date _____________ 3 STRIKES “YOU’RE OUT” Plan Strike 1 What did you do? What are the rules? What will you do now? Strike 2 What did you do? What are the rules? What will you do now? Strike 3 What did you do? What are the rules? What will you do now?

15. Personal Responsibility Plan for ______________________________________ Date ________________ What were you doing? What are the rules/agreements? What happens when you don’t follow the rules? Is this what you want to have happen? Do you want to work on solving your problem? What is your plan? How will you practice? Teacher’s part of the plan so you have an opportunity to practice: Student signature _______________________________________________________ Teacher signature _______________________________________________________ Parent signature ________________________________________________________ Ford, Ed. (1995) Discipline for Home and School. Phoenix, AZ, Brandt Publishing

16. Some Ways to be Responsive in Where We Teach . Focus on community Clear routines Space/Time to move Flexible grouping Flexible furniture arrangement High relevance Consistent representation of cultures Flexible time High expectations/tall scaffolding Language bridges Emphasis on strengths Student experts Opportunity for mid-point correction Quiet/Noise Each learner a contributor Quality rubrics Shared responsibility Positive humor Competition against self Making meaning High engagement Wait time Pre-established groups Student choice Teach high Keeper of the book

17. COMMUNICATION The Home/School Connection • Beginning the Year: • Parent Orientation - ailment cards, learning profiles and surveys • Parent Handbook: D.I. philosophy and rationale, procedures, flexible schedule, office hours, goal setting, conflict resolution, wish lists, etc. • Parent letter to teacher regarding their student as a learner.

18. COMMUNICATION The Home/School Connection • Throughout the Year: • Take Home notebooks /calendars • Home Learning /Homework • “What in Our World is Going On?” bulletin board • Classroom web page/homework hotline • Key Words/classroom news

19. COMMUNICATION The Home/School Connection Shared learning and assessment: Projects - signed contracts Celebrations of Learning Anecdotal records Goal setting/rubrics Portfolios. Student-led conferences

20. ALL FEEL INCLUDED • Learning Zones • Alternatives to hand raising • Resident Experts / Sub days • Mystery Messages • Inside / Outside Circles • Diversity is celebrated • Messages of appreciation and thanks • NO PUT-DOWNS! Judy Rex & Nanci Smith

21. CELEBRATIONS! • High Fives • Study groups • Paper slip rewards • Salt & sugar ratio labs • Birthdays • Gift of words • Games / Energizers • Laugh and have fun!!!! • Judy Rex and Nanci Smith, 2002

22. Paper Slip Rewards Paper slip rewards are randomly given for excellence. They could include the following: • One free answer on a test. • Extra day for homework. • Extra question chip for your group. • Hang out time. • And the list goes on…. On your table are appreciation slips! Be sure to write a thank you to someone who has helped you out today.

23. Giving Directions • If the whole class is doing the same activity then give the directions to the whole group. • Do not give multiple task directions to the whole class. • For small group work, record directions so students can listen to them repeatedly • Use task cards to give directions to small groups. • A general rule is that once the teacher has given directions the students can’t interrupt while he/she is working with a small group • Ask Me Visors

24. Handling Materials • Assign jobs to different students (materials handler, table captain) • As a teacher ask yourself, “Is this something I have to do myself, or can the students learn to do it?” • Remember that you have to teach children how to become responsible for their own things. • Have set procedures of where to hand in papers and how to pass out papers.

25. The Paper Trail… • Color-coded work folders or stackers • Portfolios – goals, work in progress, tests, finished pieces, reflections, quarterly assessment portfolios • Baskets for each curricular area or class period • Filing Cabinet, rolling files, crates • Clipboard with index cards for each student • Record keeping calendars for students / class • Student reflections and self-evaluations Key to these organizational patterns is that the children have access to their own work and know how to file and/or find what they need to accomplish a task.

26. Time Must be flexible in order to address every child’s readiness level • Catch-up days • Anchoring Activities • Postcards for Writing Ideas • Independent Investigations

27. Pre-Assigned “Standing” Groups 10 O’Clock Groups 11 O’Clock Groups Interest/Strength- Mixed Readiness Pairs Quads Grouping By The Clock 1 O’Clock Groups 2 O’Clock Groups Interest/Strength- Student - Selected Based Triads Quads Tomlinson - 03

28. Pre-Assigned “Standing” Groups Text Teams Think Tanks Similar Readiness Reading Pairs Mixed Readiness Writing Generator Groups of 4 or 5 Dip Sticks Synthesis Squads Sets of 4 with visual, performance, writing, metaphorical (etc.) preferences Groups of six with varied profiles used by teacher to do “dip stick”, cross-section checks of progress, understanding Teacher Talkers Peer Partners Groups of 5-7 with similar learning needs with whom the teacher will meet to extend and support growth Student selected Groups 3 or 4

29. Assigning Groups • Clothes pins with student’s names to assign them to a particular task • Color code children to certain groups (a transparency with students names in color works well) • Table tents with numbers correlated to group lists on the overhead • Cubing allows you to assign groups by interest or readiness level

30. Teacher Checklist for Group Work • Students understand the task goals. • Students understand what’s expected of individuals to make the group work well. • The task matches the goals (leads students to what they should know, understand, and be able to do). • Most kids should find the task interesting. • The task requires an important contribution from each group • The task is likely to be demanding of the group and its members. • The task requires genuine collaboration to achieve shared understanding. • The timelines are brisk (but not rigid). • Individuals are accountable for their own understanding of all facets of the task. • There’s a “way out” for students who are not succeeding with the group. • There is opportunity for teacher or peer coaching and in-process quality checks. • Students understand what to do when they complete their work at a high level of quality. Tomlinson • 2000

31. In a learning environment that supports a differentiated classroom Give One Get One Everyone feels welcomed and contributes to everyone else feeling welcomed. Mutual respect is a nonnegotiable. Students feel safe in the classroom. There is a pervasive expectation of growth. The teacher teaches for success. A new sort of fairness is evident. Teacher and students collaborate for mutual growth and success.

32. STUDENT SELF-ASSESSMENT Students are involved in daily/weekly evaluation of their progress. No mysteries - this is what you are doing well, this is where you need practice and support. Growth is a non-negotiable fact of life!

33. GOAL SETTING • Challenging – Measurable – Attainable • Goal Bank of academic and personal quality goals is determined by students, teachers, and parents • Daily/Weekly goals • Usually no more than 2-3 • Individual and/or whole class • Maintained by student and teacher • Self-reflection on a regular basis • Shared with parents • Work/Study/Project Logs and Goals • Individual or group objectives for short in class work period. • Process journal entries indicate accomplishments, difficulties, and/or questions.

34. Goal Setting for _____________First Semester 2004-2005 Look through the lists we brainstormed and circle 2 or 3 areas that you feel you most need to work on this semester. LEARNING: Reading Writing Spelling Math Technology Science Handwriting Social Studies Listening Speaking Research Home Learning PERSONAL QUALITIES: Organization Listening Effort Attitude Leadership Respect Focus Personal Best Participation Cooperation On Task Responsibility Self-control Empathy Creative Productive Motivation Curious Helpful Appreciation Use your goal bank to list specific things you can do to improve in each area you circled. Be sure that they are challenging and achievable. Based on Jeanne Gibbs, Tribes

35. Goal Bank for _____________First Semester 2004-2005 Date Accomplished Learning goal: Reading comprehension I can make predictions before and while I am reading. I can retell the story to a partner or someone at home. I will make connections while I am reading. I will use highlighter tape to identify the main ideas. Personal Quality goal: Organization I will put my papers in my binder. I will bring all necessary supplies to class. I will keep a calendar of assignments, tests and due dates. I will use a “To Do” list at school and at home.

36. HOW ARE YOU DOING ? Learning goal: _____________________________________________ Personal quality goal: ______________________________________ MondayClassroom Cue: Comments: 1. Learning goal _________ 2. Personal quality goal _________ 3. Classroom agreements _________ Tuesday 1. Learning goal _________ 2. Personal quality goal _________ 3. Classroom agreements _________ Wednesday 1. Learning goal _________ 2. Personal quality goal _________ 3. Classroom agreements _________ Thursday 1. Learning goal _________ 2. Personal quality goal _________ 3. Classroom agreements _________ Friday 1. Learning goal _________ Student Signature _________________ 2. Personal quality goal _________ Teacher Signature _________________ 3. Classroom agreements _________ Parent Signature _________________

37. _________________’s To Do List for ___________________ _______ Read the white board or have someone help me read it. _______ Check in my home learning. _______ Do my morning work. _______ Sit close and listen during learning time. _______ Ask questions when I don’t understand something. _______ Get busy right away and finish my work. _______ Put things away in my notebook or folder. _______ Write down my home learning and get my materials to do it. _______ Do my home learning and show my parents. _______ Bring my home learning back to school. My goal for tomorrow is __________________________________ ____________________________________________________ Signed _________________________ Date ________________ Parent signature _______________________________________

38. Process Journal • Write at least two goal reflections per week. • Your job is to reflect thoughtfully and completely on the goals that you have set. • Record the goals that you are reflecting on and what specifically you have done to meet them. • Include any difficulties you have encountered and what support you may need.

39. Name ______________________________________________________________ LIFELONG GUIDELINES - STUDENT ASSESSMENT Second Quarter, 2004-2005 Do I make good choices and show respect in class and other places at school? Rarely Sometimes Often Always Do I challenge myself and work to give it everything I’ve got? Rarely Sometimes Often Always Do I stay focused on and show respect to whoever is speaking? Rarely Sometimes Often Always Do I get started right away, complete my work, and turn it in without reminders? Rarely Sometimes Often Always Do I listen to other people’s ideas and willingly work with a variety of people? Rarely Sometimes Often Always Do I use appropriate strategies, such as “I” messages, to solve problems? Rarely Sometimes Often Always Do I focus my time on learning, instead of goofing off or chatting with others? Rarely Sometimes Often Always Do I join in and stay involved in whatever we are doing in the classroom? Rarely Sometimes Often Always Do I think and say “I can” instead of “I can’t”? Rarely Sometimes Often Always Do I put my things where they belong and have whatever I need at the right time? Rarely Sometimes Often Always

40. 4-Above & beyond Caring 3-Self-directed 2-Aware & Involved Goal Setting for ___________________ Date _____________ My goal(s) for today is (are) ____________________________ _________________________________________________ Here’s what I will do to accomplish my goal(s): _________________________________________________ _________________________________________________ Here’s how I did today: 1-Self-control 0- Irresponsible

41. Name _____________________ Date _________________ Today I am going to work on ____________________________________ ____________________________________________________________ This is what I will do to improve: ________________________________ ____________________________________________________________ This is what I accomplished: ___________________________________ ___________________________________________________________ My effort was: _________________________________________________________ You're Out Getting By Extraordinary X Factor!! because _____________________________________________________

42. WEEKLY EVALUATION – How did you do? Name ______________________________ Week of _________________ Home Learning: M T W TH F Turned in on time Quality Class Agreements: Respect Did you respect rules, property, & feelings? Appreciation Did you notice others? No put downs. X Factor Learner Did you give a personal best effort?

43. Record of Learning for _________________ Date ___________ Reading/Writing Workshop My goal for today is _____________________________________________ ____________________________________________________________ Here's what I accomplished: ______________________________________ ____________________________________________________________ ____________________________________________________________ H.L. _________________________________________________________ Math Workshop My goal for today is _____________________________________________ ____________________________________________________________ Here's what I accomplished: ______________________________________ ____________________________________________________________ ____________________________________________________________ H.L. ________________________________________________________ Topic of Study My goal for today is ____________________________________________ ____________________________________________________________ Here's what I accomplished: ______________________________________ ____________________________________________________________ ____________________________________________________________ H.L. _________________________________________________________ My efforts today were ___________________________________________

44. Daily Planning Log Student Name ____________________________________ Date __________________ Today I will work on the following tasks on my personal agenda: 1. _______________________________________ 2. _______________________________________ 3. _______________________________________ I will complete the following tasks by the end of agenda time today: 1. _______________________________________ 2. _______________________________________ 3. _______________________________________

45. Work Log

46. Audit Cards Proof Place - Audit Card Today ___________________ worked on problems using Student’s Name _____________________ and proved the method by Name of Computation using _______________________. drawings, diagrams, objects My partner was _____________________. The method we Partner’s Name used to check my work was _________________________. estimation, objects, diagrams, drawings

47. Name ___________________________ Date ______________ Geometry Unit Assessment Use the rubric below to assess your work and effort during our first math unit. 4 I did more than was required of me. 3 Yes, I did what was expected. 2 Yes, I did most of what was expected, but left out a little. 1 No, I didn’t do most of what was expected, but I did a little. 0 No, I didn’t do what was expected of me. _____ _____ I came prepared for class: journal, pencil, supplies _____ _____ I did my home learning and brought it to class. _____ _____ I read the white board and got started right away. _____ _____ I listened and participated during class discussions. _____ _____ I asked questions and got help when I didn’t understand. _____ _____ I read and followed directions carefully. _____ _____ I used my time wisely during class. _____ _____ I cleaned up and put supplies away. _____ _____ I gave a personal best effort when completing my work (including name and date on papers.) Final assessment score: _____________________ Goals for the future: _____________________________________________ ______________________________________________________________

48. REFLECTIONS ON THE FIRST SEMESTER, 2004-2005 by ________________________________ LITERACY: Some books that I have read: __________________________________ _________________________________________________________ _________________________________________________________ My favorite book was _______________________________________ _______________________because ____________________________ _________________________________________________________ _________________________________________________________ Here are some ways that I improved as a reader: __________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ What I have written: _________________________________________ ________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

49. My favorite piece of writing was ______________________________ because __________________________________________________ ________________________________________________________ ________________________________________________________ Here are some ways that I improved my writing: ________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ TOPICS OF STUDY: These are some of the projects that I completed: ________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ One of my favorite projects was _______________________________ because __________________________________________________ _________________________________________________________

50. MATH: Here are some things that I learned in Math Workshop: _____________ _________________________________________________________ _________________________________________________________ _________________________________________________________ I am most proud of __________________________________________ _________________________________________________________ because ___________________________________________________ _________________________________________________________ _________________________________________________________ SPECIALS: My favorite music experience was _____________________________ __________________________ because ________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________