What Should Differentiated instruction Look like in the classroom? Building Common Understanding
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What ShouldDifferentiated
instructionLook like in the
classroom?
Building Common
UnderstandingIn Our
School 1
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Performance Standard 4: Differentiated InstructionThe teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.
Level IVIn addition to meeting the requirements for Level III
Level IIILevel III is the expected level of performance.
Level II Level I
The teacher continually facilitates each student’s opportunities to learn by engaging him/her in critical and creative thinking and challenging activities tailored to address individual learning needs and interests. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.)
The teacher consistently challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.
The teacher inconsistently challenges students by providing appropriate content or by developing skills which address individual learning differences.
The teacher does not challenge students by providing appropriate content or by developing skills which address individual learning differences.
Teacher Performance Standard 4
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Level III Level III is the expected level of performance.
The teacher consistently challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.
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1. Think about everything you know about the topic.
2.Write for 1 minute.3.Pass to the right.4.Read what the new page says.5.Put a check on one idea you think is
important.6.Add a term to the list.7.Repeat.8.At your table, discuss the 3 top
ideas.
DifferentiatedInstruction
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Targets• I can define Differentiated Instruction using
language from GaDOE Teacher Performance Standards.
• I can identify classroom practices that differentiate instruction for learning.
• I can develop a plan for sharing a common understanding of DI at my school.
• (Set a personal learning goal. What do you hope to take away from the session?)
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What Is DI? What Is It Not?
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Definition Characteristics
Examples Non-examplesDifferentiated
Instruction
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GaDOE Resources Provide a Framework for Common Understanding
8 www.cpresa.org
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TASK: Work with a partner.
Define Differentiated Instruction on Frayer:
1. Read the Quick Guide (Characteristics, Examples)2. Read the Fact Sheet (Characteristics, Examples)3. Read the Infographic (Non-examples)4. Read pp. 5-7 Course Participant’s Guide (Examples)5. Come to consensus on a definition6. Include characteristics7. Write at least 3 examples of DI – include an example
from your content/grade8. Write at least 3 non-examples of DI
www.cpresa.orgTKES Support
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Performance Standard 2: Instructional PlanningThe teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.
Performance Standard 3: Instructional StrategiesThe teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.
Performance Standard 6: Assessment UsesThe teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.
Performance Standard 8: Academically Challenging EnvironmentThe teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.
DI and Related Teacher Performance Standards
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What does Differentiated Instructionlook like in
the elementary classroom?in
the secondary classroom?
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TASK: Identify DI Teacher Planning & Practices
Responsive Teaching
1. Discuss the video clips.2. Identify characteristics and examples of
differentiated instruction in both elementary & high. Support your thinking.
3. What questions might an evaluator ask the teacher(s)?
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Assessment Use with DI is FormativeTraditional Classroom
Differentiated Classroom
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Assessment is most common at the end of learning to see “who got it” Assessment is
ongoing and diagnostic to understand how to make instruction more responsive to learner need
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Exit slips * Admit slips * TOTD
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ExamplesElementary: https://
www.teachingchannel.org/videos/teacher-assessment-strategy
MS/HS: https://www.teachingchannel.org/videos/student-daily-assessment
Ticket in the Door or My Favorite No: https://www.teachingchannel.org/videos/class-warm-up-routine
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The bottom line . . .
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“Good lessons start with a clear, curriculum-based objective and assessment, followed by multiple cycles of instruction, guided practice, checks for understanding (the soul of a good lesson), and ongoing adjustments to instruction.”
Mike Schmoker
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Differentiated Instruction Defined
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Examples Non-Examples
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Understanding Evaluation of Std. 4Observations: When Will DI be Evaluated?
How Are Student Perception Data Used?
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How Can We Support Teachers?
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First Steps for Differentiating at the High School Level (Kristina Doubet, ASCD)
http://www.differentiationcentral.com/videos2.html#secondHelping Primary Students Become Responsible, Self-
reliant Learners (Monica Harrold, ASCD)http://www.differentiationcentral.com/videos2.html#elementary
Teaching Channel: https://www.teachingchannel.org/Coastal Plains RESA TKES Support: www.cpresa.org
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Where Am I Going?Where Am I Now?How Can I Close the Gap?• I can define Differentiated Instruction using
language from GaDOE Teacher Performance Standards.
• I can identify classroom practices that differentiate instruction for learning.
• I can develop a plan for sharing a common understanding of DI at my school.
• I met/did not meet my personal learning target. To follow up, I need to . . .
23Handout: Agenda
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Summarize at Your Table
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1. Revisit your circle map and Frayer Model. Cross out any misconceptions.
2. What big ideas do you want teachers at your school to know?
3. Write a step you will take to strengthen your current practice or a current practice at your school.
4. Set a date/time to work on Goal 3 of the Agenda: Develop a plan for sharing a common understanding at your school.
5. Revisit your personal learning goal. Was it met?
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Research Base
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Tomlinson and Moon, Assessment and Student Success in a Differentiated Classroom, ASCD, 2013.
Tomlinson, The Differentiated Classroom: Responding to the Needs of all Learners, ASCD, 1999.
GaDOE, Quick Guide Standard 4GaDOE, Fact Sheet Standard 4GaDOE, Differentiated Instruction:
A Teacher’s and School Leader’s Guidefor Improvement (Participant’s Guide)