April 28 WL Cadre Meeting

TELL & SCPS Instructional

Model

Growth Mindset &

Planning for Student

LearningApril 28, 2015

• Has your “mindset” changed since we last met? How?

• What progress did you make on your EPIC goals?

• What successes did you have?• What struggles did you have?• What do you need to keep working on?

Reflect and Share

LEARNING GOALS

1. Reflect on progress on growth mindset goals

2. Review & Share progress on personal goals for TELL Environment and Planning Domain

DQ1 1 Providing clear learning goals

Review and & your EPIC

Growth Plan

TELL P3

I ensure my planning accommodates the

needs of heritage/native speakers and identified exceptional learners, as

well as, struggling or accelerated learners not

officially identified.

CLASSROOM PROFILE

What does Differentiation mean to you?

1.Write down what you think of when you hear the word differentiation – Be honest!!

2.Round robin sharing of definition

3.Reflection DQ2 8 Previewing new content

DIFFERENTIATION ISN’T A METHOD

It’s a way of thinking about teaching and learning that can be translated into classroom practice in many different ways – In other words, it is a MINDSET!

WHERE DO WE START?

Differentiation Teacher Readiness -

Pre-Assessment

What is Differentiation

(DI)? • Differentiated instruction, according

to Carol Ann Tomlinson, is the process of “ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.”

Differentiated Instruction is teaching with the child in mind rather than adopting a standardized approach to teaching and learning that seems to presume that all students of a given age are at the exact same place academically. DI is responsive teaching.

Differentiation and Classroom

Environment

Group 1 look at Marzano Placemat and highlight indicators that have to do with Differentiated Instruction

Group 2 look at TELL project Planning and Environment and highlight indicators related to DIDQ2 6 Identifying

critical information

What? Why?

Content – What we teach Readiness

Process – How we teach Interests

Product – How we assess Learning Styles

The Basics of DI

Why is Differentiated Instruction important?

Brain Research and DI

Differentiation, Environment, and

Brain Research

• Before the brain can attend to cognitive learning, students must feel emotionally and physically safe. Negative emotions activate the limbic system and cognitive function shuts down and survival instinct kicks in.

• Positive learning environment increases endorphins and stimulates the brains frontal lob to support memory of the learning objectives

• Negative learning environment leads to increate anxiety level and causes brain to block low-priority info (the lesson) and focus on the cause of the stress.

Differentiating Content by Readiness

• Students who believe they can accomplish a task are likely to attempt it and remember it than students who have reason to believe they cannot (Zone of Proximal Development & Mindset)

• When a task is perceived as too easy, the hippocampus identifies it as already been accomplished and since it doesn’t offer novelty and/or meaning the brain does not “pay attention” to it

Differentiating Content by Readiness

• Working memory is very limited. Time for practice and reflection are necessary for learning

• When learners are confronted with too much information, the chances for long term memory storage decreases significantly

• The brain like patterns. Establishing patterns takes time and needs to address:

• Sense (do I get this?) and• Meaning (Is this relevant to me?)

• If the brain does not understand or see relevance likelihood of long term memory storage decreases

Goldilocks

Task can’t be too easy or too hard. It needs to be “Just Right”

What is our greatest tool to differentiate instruction in the World Language

classroom?

Proficiency Levels!

Level 1 – Novice Low-Novice HighLevel 2 – Intermediate Low-Intermediate MidLevel 3 – Intermediate High – Advanced LowLevel 4 – Advanced Low – Advanced Mid

What does Differentiation look like in a

World Language Classroom?

Next Steps?

1. Identify what is to be taught (content)

2. Pre-assess students needs and capabilities

3. Choose the form(s) of assessment to be used (products)

4. Decide on the method of presentation

5. Select a variety of learning strategies (process)

Planning a Differentiated Unit