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Job Embedded Training March 28, 2012 Carol Muzny, Instructional Coach.
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Transcript of Job Embedded Training March 28, 2012 Carol Muzny, Instructional Coach.
![Page 1: Job Embedded Training March 28, 2012 Carol Muzny, Instructional Coach.](https://reader035.fdocuments.in/reader035/viewer/2022062511/5516c883550346fc4e8b466a/html5/thumbnails/1.jpg)
Job Embedded Training
March 28, 2012
Carol Muzny, Instructional Coach
Differentiation by
Climbing the Data Ladder NWEA Module 3
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Jot down a few of your students who would be at the tip, in the broad center, and at the stem.
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I can create differentiated activities with my team’s help so that all learners reach a chosen standard.
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What does a Differentiated
Classroom look like?
A Differentiated Classroom,
Really?
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“Differentiation is classroom practice that looks eyeball to eyeball
with the reality that kids differ, and the most
effective teachers do whatever it takes to hook the whole range of kids on
learning.”Carol Ann Tomlinson
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Stop and Reflect…
Disagr
ee
Som
ewha
t Disa
gree
Neutra
l
Som
ewha
t Agr
ee
Agree
Grade level standards are the focus of all my instruction
Write your answer on the back of your leaf.
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BIG QUESTION: How can I use available resources to differentiate in my classroom so it’s not such an overwhelming task?
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There are many different ways to differentiate an instructional plan. Not every lesson needs to be differentiated; some lessons lend themselves well to a particular strategy, but for other lessons, whole group instruction may be more effective or simply more manageable.
Consider your options and choose what works best for you and your students.
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Step 1: Skills and Concepts
Are all students expected to learn the same skills/concepts at the same level of difficulty/complexity?
YES
Consider differentiating the assessment or the activities
NO
Consider differentiating the difficulty of the skills and concepts being taught.
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Use a tool such as NWEA’s DesCartes to identify the levels of difficulty appropriate for each student or group of students. Decide what each student will be accountable for learning.
Consider: group students for instruction based on their level of
readiness using RIT scores or other assessments (DIBELS, pre-assessments, exit-slips) as a guide.
If there are any students significantly above or below the rest of the group, consider ways to develop independent projects or assignments at an appropriate level of difficulty.
Next
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Step 2: Assessment – How will the students show what they’ve learned at the end of the lesson, unit, or project?
Will all students be given the same assessment?
YES
Consider differentiating the activities/lessons
NO
Consider these options for differentiation by adjusting the difficulty of the assessment.
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Can the assessment/expectations be adjusted to levels appropriate for each student or group of students?
Consider: Leveled tests/assignments - Start with the assessemnt
you would normally use. Use a tool such as Descartes as a guide to adjust the difficulty or complexity of each question or requirement.
Rubrics or Checklists – These are especially useful for projects. Create a rubric that would be appropriate for students in the middle. Use DesCartes as a guide for increasing or decreasing the level or difficulty for use with other students.
Next
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Step 3: Activities and Lessons
Would any of these lessons be logical choices for differentiation?
YES
Consider these options for differentiating the activity.
NO
Consider differentiating the learning materials
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Could a lesson be made more simple or more complex?
Consider differentiating directionsSimple Detailed
Specific Open-Ended
One step at a time Multi-step
Consider differentiating complexity of the assignment
Concrete Abstract
Hands-on Theoretical
Teacher-led Student -led
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Consider using tools or manipulatives that could allow for differentiation• Allowing some students to use a calculator• Provide audio version of text for some students• Provide manipulatives, visuals, or other tools that fit students’ learning
styles or needs.• Create a graphic organizer that supports the text.• Use a variety of instructional strategies
Consider using Lexile (www.lexile.com) or Scholastic Teacher Book Wizard (http://bookwizard.scholastic.com) to help match students to appropriate reading materials.
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For more information www.foridahoteachers.org/strategies.htm
Alternative Assessments
Anchor Activities
Appointment Clocks
Centers and Stations
CubingCurriculum Compacting
Homework Options
Jigsaw
KWL ChartsLearning Contracts
Literature Circles
Menus/Agendas
OrbitalsQuestionChoices
ReadingBuddies
Reflection/Response
Scaffolding Think-Tac-Toe Think-Pair-ShareTiered
Activities
TieredRubrics
VariedOrganizers
VariedProducts
VariedTexts
Ways to Differentiate Instructional Strategies
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How do I know what kids need what kind of differentiated instruction?
• Teacher professional judgment• Formative assessments• Anecdotal jot-downs• Results from progress monitoring• Pre-Assessments• MAP RIT bands
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How do I know what to teach kids in each group?
Build Instructional Ladders
• based loosely on DesCartes RIT bands).
• The focus must stay firmly on the standards.
• Use the DesCartes subheadings to help you match standards to activities.
To NWEA
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How can I possibly develop lessons for each group?
TEAMWORK
Video Clip – Team Planning at Ft. Wright
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Are you ready?
Exit Slip -