Differentiation

Please sit at a table labeled with your chapter number.Five participants at a table.Each person in the table group will have read the SAME chapter: This is your “chapter group.”

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Differentiation~How to Manage~

Math/Science Leadership AcademyJune 16, 2009

Denver Public Schools

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Connecting with Prior Learning

Kaplan’s model (1986) on process, product, and contentTomlinson (2001, 2008) on how to differentiate instructionMurray & Jorgensen (2007) on differentiated math classroomGregory & Chapman (2007) on …one size doesn’t fit all in differentiation

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What Is Differentiation?“Differentiated instructionis more than a series of

strategies.It is a way of thinking

about learning and teachingthat is both

complex and necessaryfor all students

to be successful.”4

Focus for Session

How do we successfully manage the challenges of differentiated instruction?What does research tell us about effective instructional strategies?Where are we now in implementing differentiated instruction?

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Self-Reflection Survey

Using the Implementation Profile, circle where you are on the continuum of differentiated instruction.

Select one from each of the six elements.

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All Means ALL

http://www.teachertube.com/members/viewVideo.php?video_id=59533&title=If_the_world_were_a_village_of_100_people

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ReflectionTake a moment individually to note

Who is the all in the familiar refrain

“all means ALL”?

What does it mean for my work?

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Bridging Our Work

Last summer, we viewed the promise of differentiation…

This year, we target the performance of differentiation.

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Chapman & King (2008)

1. Differentiated Learning Environment

2. Differentiated Models3. Grouping Strategies4. Instructional Strategies5. Differentiated Assessment6. Plans for Differentiated Instruction

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Creating a Concept Map

Please take 5 minutes to review your assigned chapter.

Share key ideas/concepts from the chapter.

Create a concept map of your chapter based on responses to the essential question.

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Essential Question

From your reading of the chapter:

What are the key concepts that you think other cadre members need to know?

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Learning from LeadersMove to the poster you created.

Create a “book group” so each chapter is represented.

Use the question prompt as you tour the concept map posters.

Please spend 5 minutes at each poster.

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Discussion Prompt

As you view the chapter concept maps, consider:

How is your understanding of the management of differentiation impacted by each concept map?

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Morning Break

When you return from your morning break, please sit at tables with others from your grade band:

PreK–56–89–12

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Instructional Strategies

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Instructional Strategies

What instructional strategies were modeled in the video? For what purpose?How might you use one or more of the strategies in your practice?

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Connect to the Core

Considering The Denver Plan’s commitment to our core programs, how will you manage or facilitate instructional strategies to differentiate the process and product of the content?Remember the goal for ALL students to be successful.

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Chapman & King (2008)

With your book, dig deeper into the other five chapters.Using your graphic organizer, for each chapter, note a significant learning for you and your work.

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Leadership Role

What will you commit to doing next year to ensure that all students receive differentiated instruction in mathematics and/or science?On the reverse of your paper, outline your action plan as a math/science leader.

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Commitment

Stand up and make eye contact with someone from another table.Share your commitment:

As a math/science leader, I commit to _____________ next year to ensure that all students receive differentiated instruction in mathematics and/or science.

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Summary

Look back to the self-reflection survey you completed this morning.What new learning or thinking did you receive today that supports your leadership role in managing differentiated instruction in science and/or mathematics?Write a few reflection sentences in your notebook.

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Transparent Facilitation

Strategy Purpose

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Lunch BreakWhen you return from lunch, you will select from five different breakouts. Four of these topics are based on research that supports struggling learners.A fifth session focuses on working with other adults.Descriptions of these five breakouts are found on the back of your agenda.

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Differentiated Breakouts

First rotation from 12:30–1:30 p.m.

Second rotation from 1:45–2:45 p.m.

Check the back of your agenda for a description of these breakouts.

Please go directly to your first breakout following your lunch break.

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