20082009+DI+Grade+6+to+9+Committee+Work


 * Day 1 Overview of Guiding Principles

Essential Question ** = //Is Differentiation just another educational buzz word?// = Why do I care about differentiation? What is a differentiation mindset? What are the principles of differentiation? // Why do I care about differentiation? // // What is a Differentiation Mindset? // // Activate // // Expand // KUD Chart: After investigation around what Differentiation is, the teachers used the KUD model to illustrate their findings: K: U: D: // Apply // Concerns from the discussion - possible topics for other days:
 * Day 1 Guiding Questions **
 * Word Sort**
 * Create categories for differentiation model words
 * Show Tomlinson’s model
 * What brings you here? **
 * Write in reflection book and choose 1 hopeful, and 1 fearful
 * Place self on continuum of differentiation
 * Project Background** – //Nancy//
 * Wiki Reflection – Write your definition.
 * Introduce KUD framework
 * Search books and internet for differentiation
 * summarize 3 main points you’ve found
 * Place in KUD chart
 * No two children learn in identical ways
 * We have to be organized...but how?
 * It all begins with knowing our students well.
 * Student-centered...student interests are extremely vital to keep motivation
 * Best learning experiences for individual needs.
 * No teacher can be all things for all students.
 * Resource based
 * Teachers adapting curriculum to students not students adapting to the curriculum.
 * Allows studnets to take greater responsibility for their own learning.
 * Differentiation can occur in content, process, product or environment of the classroom.
 * Must be flexible.
 * Differentiation begins with assessment
 * Gather a variety of assessment tools.
 * Vary instrucional methods and teaching strategies.
 * Have choices.
 * Plan for the individual learning styles and needs.
 * Take it slow...don't change everything at once.
 * Is a learning process.
 * Discuss the KUD contents and synthesize/organize
 * Flexibility of time.
 * Grading/reporting
 * Subject focus
 * Communication
 * Common language
 * Coordination
 * How to get the kids to buy into the concept?

// Activate // // Expand // · Sort and match · Sort and match and prioritize · Sort, match, prioritize and paraphrase
 * Comparing Classrooms **
 * Quickwrite for 30 seconds - List all the differences in your students
 * Now think about what is being done to meet those differences in a traditional classroom/school setting //Discussion?//
 * Tiered assignments explanation

[|Tomlinson Video] What are the Guiding Principles of Differentiation?

Respectful Tasks... Flexible Groupings... On-going Assessment **Closure**
 * Differentiation Guiding Principles Articles **
 * Read your article and summarize it's essential points
 * Share with whole group
 * Synthesize as a group

Book Talk //Differentiated Instructional Strategies: One Size Doesn't Fit All// ....Gregory and Chapman Gut Analysis > > Keeping Differentiation Alive: Is Differentiation just another educational buzzword? Day 2 Learner Profile November 17, 2008 Wiki Reflection: My arguments for a yes or no to the question? Day 2 Guiding questions : What are the principles of differentiation and how does it relate to all of my students? Does the classroom environment and climate impact on differentiation? Who am I as a learner? What is a Learner Profile? How does differentiation look at assessment? RTI Powerpoint: diff day two.ppt What are the principles of differentiation and how does it relate to all of my students? Response to Intervention.......Reframing Teacher Instruction Differentiation Principles Assessment Flexible Grouping Respectful Tasks Does the classroom environment and climate impact on differentiation? One Size Doesn’t Fit All by Gayle H. Gregory and Carolyn Chapman Chapter 1 Differentiation Overview Discussion Chapter 2 Classroom Climate Wiki reflection: Why does classroom climate matter to differentiation? Break Who am I as a Learner? Chapter 3 Teacher Profile Profile 1 Profile 2 J Journal self-reflection on a comparison of your teaching to your students’ styles Introducing learner styles to students: Lesson Plan learning syle quiz multiple intelligence quiz What's your learning style? Learning snowflake learning styles Learnign styles explained Eight MI Learning style video 12:15 Lunch What is a Learner Profile? 1. “Gut” Assessment 2. Metaphors for Learning style/thinking style Metaphors in book pgs. 3. Template Contents How does differentiation look at assessment? When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two thirds of the children are wasting their time. Lillian Katz http://www.education.ky.gov/SISI_Toolkit/Standard%203/PowerPoints/Primary%20Talent%20Pool%20and%20Differentiation-Carla%20Garr's.ppt#306,17,Slide 17 What a child can do with assistance today she will be able to do by herself tomorrow." Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. What the deal with assessment.doc Closure Differentiating instruction is not a new idea. Ø Teachers have always worried that some students have serious gaps in learning. Ø Visions of student anxiety and student boredom accompany teachers home on most nights. Ø Over the years, teachers have developed many approaches to addressing student differences in classrooms. Ø The quest to address student differences will likely continue as long as there are schools. ASCD continuum.doc Self Reflection - Where am I on the continuum? Reflection on Essential question Future Plans § focus on one subject? § become familiar with variety of assessment tools and strategies § read? § next date Differentiation Project Day 4 Flexible Grouping March 6, 2009 9:15 Knowledge sharing RTI by Dawn Reithaug – Nancy Differentiation by Betty Hollas – Linda Nelson Convention sessions on Differentiation and UBD 9:45 Learner Profile Sharing of process and findings in your classroom Discussion Protocol How many students need a profile? Who? Do we need to make a common recommendation for universal screens? 10:30 Break 10:45 Assessment and Grouping– Chapters 4 and 5 Discuss the process of developing a classroom profile based on the adjustable assignment template Create another adjustable assignment using an outcome that fits with your instruction at the moment (individual or partners) 11:15 From assessment to instruction What do they need to know? JoAnne demo Choose a component from the ‘rubric’ decide what to build upon using the adjustable assignment created above, add the instructional focus for each group Lunch 12:45 Groupings continued Previous adjustable assignments were based on ability levels (collaborative compacting and in-class compacting) Other grouping strategies If you were to differentiate a presentation on differentiation to your staff, what would you base it on? Move into groups for a task (draw the same topic from a hat) Post on the wiki an explanation of a grouping strategy that includes: a pre-assessment T-chart (looks like/does not look like) classroom situations it can be used on Share information with each other. What does it look like to teach groups? § Grouping process should start whole group, move to groups, and always come back to some simple sort of closure § Plan a lesson using previous adjustable assignment Discussion or wiki post: How much grouping of each type do you already do? How about in your school? 1:45 Differentiation Gurus § DVD of Tomlinson, etc. 3:00 Closure Homework § talk to your principals about this process, classroom experiments, principles of differentiation § instruction to at least 2 groups § read Chapter 6 Wiki reflection § How ‘doable’ is this? § What do you want others to know? Next day § date § topic is instruction § brain-based – Scott § arts – Sherron § ‘best practice’ – Marzano, Daily Five routines, Guided Comprehension routines, others, § technology – Donna § How many more? Next year? Reading Conference information Differentiation Project Day 5 April 9, 2009 9:15 Knowledge Sharing Anthony Muhammad reflection ASCD conference reflection - Joanne and Nancy Other 9:30 Homework Sharing 1. Discussion around Adjustable Assignment trial in your classroom. 9:45 Overview of DI - What we've learned... DI knowledge a) Brainstorming of important DI terminology. DEFINITiON SHEETS.doc b) Fit terminology into Tomlinson's model. c) Creation of LSky model. d) Frayer definitions DEFINITiON+SHEETS.doc 11:15 Grouping a) Review from last day (compilation of jigsaw). Noon 1:00 Grouping Continued a) How to organize groupings. planning for groupings b) Start Where They Are video and discussion. c) Models - explore and discuss (First Steps, own). d) Digital Language Arts DLA e) Daily Five 2:00 Anchor Activities - training students in anchor activities. a) Share anchor activities (Florida Centers, Daily 5, Guided Comprehension) b) Brainstorming - find one to use in your classroom; plan for it; discussion regarding how long takes to train your students c) Online search for examples...post on wiki. Centers [[http://www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/docs/anchor.ppt#261,1,Slide 1|Anchor ppt]] Anchor Activities cue cards Future Planning discussion.... Summer Conference Flexible Grouping Definition: Grouping students in a variety of ways best suited to help them achieve a targeted outcome. Examples: Levels, Interests, Learning styles, Home support, Support groups, Fluid and changeable depending on taste/outcome, Inclusive Nonexamples: Always weak/strong students grouped together, "pick your own group", never work in groups Associated Vocabulary: Pre-assessment, Differentiated instruction, Backward planning, Respectful tasks, choice, High standards Assessment Kim and Mark.doc 
 * Write everything you know about 1 student in 5 minutes
 * Discuss the knowledge you have already
 * Is it enough or do you still have questions?
 * Summary Snowball – What is the focus for our next day together?
 * Read 3 Chapters
 * ‘Gut analysis’ on 5 students
 * 1 - 3 significant reflections
 *