DI: Mindset, Theory & Practice or Best Practices For Engaging All Students

1. DI: Mindset, Theory & Practice or Best Practices For Engaging All Students PHILIPPE ERNEWEIN DIRECTOR OF EDUCATION DENVER ACADEMY WWW.REMEMBERIT.ORG Part Two

2. Checklist [chek-list] Noun. Also, check list: list of items, as names or tasks, for comparison, verification, or other checking purposes. 1853, Amer.Eng., from check + list. Two words until c.1880; hyphenated until late 20c.

3. DO NOW: a checklist When you think about teaching and learning, what is on your checklist? What are the items that are critical for a successful learning experience?

5. Premise Decisions we make about instruction should be the best ones for the students in our classrooms. The model of Differentiated Instruction is an excellent “checklist” that can help make this possible.

6. What & Why? • Differentiated Instruction applies an approach to teaching and learning so that students have multiple options to take in information and make sense of ideas. • Because we know students: • Learn at different rates • Need different degrees of difficulty • Have different interests • Learn in different ways • Need different support systems

7. “Teaching a room full of learners the same thing in the same way over the same time span with the same supports and expecting good results from all students has never happened and never will.” -Carol Anne Tomlinson, University of Virginia

9. At the Core of Differentiated Instruction…

10. Classroom Elements

11. Student Traits

12. T/P/S: Think back to your checklist… Where were you already taking the elements of differentiated instruction into account? What can you add to your checklist? Why are you adding it?

13. Tiered Approach: definition An instructional approach designed to have students of differing readiness levels work with essential knowledge, understanding, and skill, but to do so at levels of difficulty appropriately challenging for them as individuals at a given point in the instructional cycle.

14. Tiered Approach: critical elements Clearly establish what students should know, understand and be able to do Share a clear target with the students Think about readiness levels: pre-assessment/on-going Develop enough versions of tasks/products to challenge a range of learner

15. Objectives: my promise We will have a working knowledge of DI and we will be able to answer the questions of what, why & how. We will design & share examples of RAFT & GRASPS. We will engage in the reflective processing required to start identifying the “Story of Self, Us & Now.” We will explore the importance of the 4 structures & apply them to our classrooms.

16. RAFT: quick hitter ROLEof the writer AUDIENCE to whom the product is being directed FORMAT of the product being created TOPICof the product

17. RAFT: with a partner • Decide of an objective you will teach. • Identify the key points/concepts card. • Create a RAFT that supports the review and/or assessment of that objective.

18. ROLE of the writerAUDIENCE to whom the product is being directedFORMAT of the product being createdTOPIC of the product • Decide of an objective you will teach. • Identify the key points/concepts card. • Create a RAFT that supports the review and/or assessment of that objective.

19. Continuum of Assessments Informal Checks/ Lesson Summarizing Observation & Dialogue Tests & Quizzes Performance Tasks

20. Classroom Assessment Strategies Selected Response Constructed Response Performance Assessment Informal Assessment • Multiple Choice • True-False • Matching • Fill-in-the-blank (words, phrases) • Essay • Short answer (sentences, paragraphs) • Diagram • Web • Concept Map • Flowchart • Graph • Table • Matrix • Illustration • Presentation • Movement • Science lab • Athletic skill • Dramatization • Enactment • Project • Debate • Model • Exhibition • Recital • Oral questioning • Observation • Interview • Conference • Process description • Checklist • Rating scale • Journal sharing • Thinking aloud a process • Student self-assessment • Peer review

21. Performance Tasks & Assessments . . . . . . often occur over time . . . result in a tangible product or observable performance . . . encourage self-evaluation and revision . . . require judgment to score . . . reveal degrees of proficiency based on criteria established and made public prior to the performance . . . sometimes involve students working with others -Marzano, Pickering, & McTighe

22. What is a Performance Task? A performance task is a complex scenario that provides students an opportunity to demonstrate what they know and are able to do concerning a given concept. A teacher is asking students to show that they can use the knowledge and skills they learned in an authentic real life situation.

23. GRASPS: performance assessment

24. GRASPS: performance assessment

25. GRASPS Ideas

26. GRASPS: 2nd grade math

28. Letter Dear Mrs. Critten,I took a survey of my second grade class to see which fruits students like best for lunch.

29. ACCESS: rememberit.org-click on EDUPRIZE link (upper right)-GRASPS Starter Kit & Examples • Decide of an objective you will teach. • Identify the key points/concept card. • Create a GRASP that supports the review and/or assessment of that objective.