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Leadership Pillar. Sit at the table marked with your Instructional Guide Grade Level assignment. Differentiation In Practice. February Academic Coach-Math Training February 15, 2013. Bernard Rahming Cynthia Cuellar Rodriguez. Learning Intentions: - PowerPoint PPT Presentation

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Leadership PillarSit at the table marked with your Instructional Guide Grade Level assignment

Differentiation In PracticeBernard RahmingCynthia Cuellar RodriguezFebruary Academic Coach-Math TrainingFebruary 15, 20132

Learning Intentions: We are developing and deepening our understanding of an instructional strategy for improved student learning.Success Criteria: We know we are successful when we can actively plan for and integrate the differentiation strategy of open questions into our instructional practice.Professional Practice: Due FebruaryModel your lessonReflect on the lesson with the teacher using the Debriefing of a Mathematics Lessonpre-select areas or questions to reflect onShare your reflection via email with other ACMs on your Instructional Guide Grade Level teamBring a copy of your completed lesson plan and debriefing to use in discussionsProfessional Practice: DEBRIEFINGIn your Grade Level Team:Discuss challenges experienced in teaching the lessonHighlight any revisions to the lesson that you made or would like to make, with justificationGive a brief summary of the debriefing process that occurred with the teacher Address any insightsDifferentiationIs a teachers response to learners needs guided by general principles of differentiationRespectful WorkProductContentReadinessInterestLearning ProfileFocus on EssentialsStudent DifferencesTeacher ModificationCollaborate in LearningWork Together FlexiblyAssessment & InstructionBalances Group & Individual NormsProcessAccording to students6 Principles of DifferentiationThe teacher focuses on the essentialsThe teacher attends to student differencesAssessment and instruction are inseparableThe teacher modifies content, process and productAll students participate in respectful workThe teacher and student collaborate in learningThe teacher balances group and individual normsThe teacher and students work together flexibly1. Display and have participants read silently.2. Call on participant to select a key word that stands out from each principle.73 Key Elements to DifferentiationBig IdeasChoicePre-Assessment Big IdeasThe focus of instruction must be on the big ideas being taught to ensure that they all are addressed, no matter at what level. Curriculum coherence requires a focus on interconnectedness, or big ideas in standard driven instruction.Fundamental principles; ideas that link the specificsImportant mathematics with applications across the grade bands.CCSSM ProgressionsIf students in a classroom differ in their readiness, it is usually in terms of the specifics and not the big ideas.There must be some aspect of choice for student, whether in content, process, or product.Follow-Up activities to the main lessonMenus of choices on an array of taskTiered lesson in which teacher instructs whole group and varies the follow-up for different studentsLearning stations where different students attempt different tasksUsually even with student choice, the basic overall goal of the lesson is the same.Prior assessment is essential to determine what needs different students haveData driven, simple, starting point for each student using a combination of an oral or written question and task, determine what abilities and what deficiencies students have

8The ultimate goal of differentiation Meet the needs of the varied students in a classroom instruction. Making the goal manageableOpen Questions Parallel taskOpen QuestionsCreating a single question or task that is inclusive not only in allowing for different students to approach it by using different processes or strategies but also for different students at different stages of mathematical development to benefit and grow from attention to the taskAppropriate zone of proximal development for the entire class

9Open QuestionsAllows for differentiation of response based on each students understanding.

Open question:Encourage classroom discussionsEncourage all students to be part of conversationsHelp student to see mathematics as multifaceted

Strategies for Creating Open Questions (pg 7-8)Turning around a questionAsking for similarities and differencesReplacing a number with a blankAsking a number sentenceChanging the question

Sorting Open QuestionsFive Strategies for Creating Open QuestionsSorting strategiesDistribute the half sheet of samples of open questionsEach person reads a card to the group and states which open question strategy it is and whyRecord your answers on the recording templateThe next person to their left continues the process

As you reflect on these samples of open questions, what are some ideas that you will embed in your work?12Lets Give Open Questions a tryCreating a differentiated lesson using the Open Question strategyDifferentiating using our textbooksText Question:Suppose that 4 students were delivering 176 newspapers and decided to share the task fairly. How many papers would each deliver?

Open Question:Choose a number of newspapers to be delivered and a number of students to deliver them. The job should be shared fairly. How many papers should each student deliver?Differentiating using our textbooksText Question: Solve each equation. Use models if necessary. 5d = 30 4c = 16 36 = 6e

Open Question:If t =7 then 3t = 21.Choose values for t. Create a three true equations. Have your partner solve your equations. Create open questionsUsing the textbook provided for your grade level, pick an upcoming lesson.

Decide how to differentiate the lesson using open questions.Create two or three open questionsUse a different open question strategy each time

Begin to complete a lesson planning templateBe sure to identify the Big Idea the open question develops.

Learning Intentions: We are developing and deepening our understanding of an instructional strategy for improved student learning.Success Criteria: We know we are successful when we can actively plan for and integrate the differentiation strategy of open questions into our instructional practice.Feedback QuestionAs you reflect on being a leader around Teaching and Learning, how will you use the information presented, as you work with teachers in your building?

Milwaukee Public SchoolsDifferentiation Made ManageableMPS Board of School Directors

Dr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large

Senior Team

Dr. Gregory Thornton, Superintendent

Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Interim Chief Academic OfficerDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Director, School AdministrationDenise Callaway, Communications & PartnershipsPatricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent