Warm Up for Session 2 Part 1 With the people at your table, be ready to share as much as you remember about the following areas from Session # 1 - 3 Essential.

Warm Up for Session 2

Part 1Part 1With the people at your table, be ready to share as much as you remember about the following areasfrom Session # 1 -

3 Essential Questions

4 EnduringUnderstandings

What the communityOf our Classrooms

Should focus on

Part 2Part 2 Be Ready to Present in an interesting & creative way and make sure to put it into your own words.

Our Essential Questions for the Year

1) What does a differentiated classroom look like for teachers and students?

2) How do I best implement methods necessary for a differentiated classroom?

3) How does a differentiated lesson effect other aspects of

the classroom?

Assessment in A Differentiated

Classroom

Managing aDifferentiated

Classroom

DifferentiatedLesson

Techniques

The DifferentiatedCommunity

Differentiation

What We Differentiate

Why We Differentiate

Content ProductProcess

StudentReadiness

StudentLearningProfile

StudentInterest

Essential Understanding 1: Tomlinson’s Framework

Think Multiple Intelligences

Essential Understanding 2: Mindset

Differentiation is a mindset that acknowledges the diversity in your

classroom, and addresses that diversity by creating multiple paths for learning when

necessary.

So we will delve into the nuts and boltsOf how to create multiple paths for

Learning when necessary

Essential Understanding 3: The Ripple Effect

Choosing to differentiate a lesson will have profound effects on your classroom’s community, your management style,

how you assess, and how you plan.

Your Lesson

Change the communitydynamics of your class

Demand more management on

your part

Change & Complicate how you assess

for learning

Change & Complicate how you plan for

lessons

Essential Understanding 4: You & The Kids

Your student’s needs, as well as your growth as a professional, will determine the speed and depth of adaptations

you make to create a differentiated classroom.

You The Kids

Principal

Dan

QualityReview

ProgressReport Readiness

Learning Style

Interest

Find Your Speed Take the Long View

Follow Up on Observations

1) I had fun seeing you all in action.

2) However you want to talk about to your kids why I am that is fine with me.

3) I attempt to blend into the background and not be a distraction.

4) However, I will probably talk to kids more the next time around.

5) I will also probably take pictures of your classroom if I findstuff to share with the group.

The impending arrival of my twins will probably disrupt stuff for a bit.

Focus for Session # 2

Assessment in A Differentiated

Classroom

Managing aDifferentiated

Classroom

DifferentiatedLesson

Techniques

The DifferentiatedCommunity

Differentiation

CommunityCommunity Share our plan for a focus on growth &steal best practices

ManagementManagement Anchor Activities & A Plan for Help

AssessmentAssessment

TechniquesTechniquesChoice Board, RAFT, Think Dots, Cubing

Re-Visit the Importance ofPre-Assessment & Setting theSame Goals for All Students

Share Your Plans for a Classroom Community Focused on Growth

1

23

4

5 6

78

1st1st Find Your Number Groups and verbally share the ideas you came up with

2nd2nd Find Your Letter Groups and verbally share the ideas you came up with

3rd3rd Based on what you heard, what are some ideas that everyone shouldSteal and implement in their classrooms . . . (Put them on the chart paper)

Methods of Differentiation1 2 3 4

Scaffoldingfor Support

Multiple Paths at 1 Point

Distinct Lessonsto create

multiple paths

Target Interestand/or

Intelligences

Multiple Pathsthroughoutthe lesson

We spend our year implementing methods 2 - 4

Sample Method 1 Lesson Review

Mini Lesson

Guided Practice

Independent Practice

Does a lesson involving soda get student’s interested?Do the three different versions of the formula provide multiplemeans for support?

Does drawing the “atoms” provide a strong visual modelfor all students?

Does the experiment help students learn because it ishands-on and interactive?

Does having an extension activity help students move attheir own pace if needed?

Does my description of a Method 1 Differentiated Lesson Make Sense?

Jumping Right into Method 2 – Choice Boards

I

We

A choice boardcan Create Multiple

paths during Independentpractice if you choose

Step 1:Your Small Group Leaders will share theirUnderstanding of what a Choice Board isAnd how they have used in their class

Step 2:

The whole group will collect any more questionsYou may have about –

1)What a Choice Board is?

2)How to use a Choice Board?

Dan will share more examples of what Choice Boards could be . . . .

Another Method 2 - RAFT

R A F T

Who knows what each letter stands for in a RAFT?

R = A = F = T =

How are theyDifferent & Similar

fromChoice Boards?

How are theyDifferent & Similar

fromChoice Boards?

A Field Trip to Look at Think Dots & Cubing

Think Dots

Cubing

Synthesize the 4 Strategies . . . Your small group will get 10 minutes, a couple of markers, and chart paper to do the following . . .

1) What is the relationship you see between these 4 strategies?

2) How can they help create multiple paths for learning?

3) What are some specifics to keep in mind when implementingeach and all of these strategies?

There are no right or wrong answers here – I just want to capture how you are processingAll this . . .

Going Beyond Independent Practice

Choice BoardChoice Board If it helped your lesson that day, have a Do Now with 2 or more optionsfor students.

Example – Solve for Y in one of the following equations:

y = 3x + 12 3y = 9x + 36 12 – 3x = y

Cubing/ Think Dots

Cubing/ Think Dots

You can increase engagement and student participation by using these2 strategies during the Mini-Lesson and Guided Practice as well.

Example – While reading Maniac Magee with your students duringGuided practice, you can have your own questions prepared, but on top ofThat there is a cube in the room with the words, “Inference, Main Idea, Author’s Purpose, etc.” on it. After you read a page together, one studentRolls the cube it lands on Inference, then in pairs students must make an Inference from what they just read.

RAFT to Begin the Lesson

After a few days of learning about the Rock Cycle, I would hand out the RAFT to begin class . . . (Giving everyone about 15 minutes to create a draft)

Mini – Lesson – I would hand out a bulleted list of all the content thatneeds to be in the RAFT about the rock cycle. I would then share a strong example and a weak example from prior classes. (10 minutes)

Guided Practice = Peer Review – Students would exchange papers andCheck their partners against the bulleted list to give feedback on if they brought up all necessary points on the rock cycle. (15 minutes)

Independent Practice = Final Draft – Students then create a final draftThat they will turn in at the end of class. (15 – 20 min)

What Differentiation Is and Is Not

As Schmoker has visited classrooms around the country, he has seen differentiationcausing problems for teachers. “In every case,” he says, “it seemed to complicate teachers’work, requiring them to procure and assemble multiple sets of materials. I saw frustratedteachers trying to provide materials that matched each student’s or group’s presumed abilitylevel, interest, preferred ‘modality,’ and learning style. The attempt often devolved into a frantically assembled collection of worksheets, coloring exercises, and specious ‘kinesthetic’activities… With so many groups to teach, instructors found it almost impossible to providesustained, properly executed lessons for every child or group…”

Most disturbingly, Schmoker has seen differentiation insidiously reducing expectationsfor some students. “In English, ‘creative’ students made things or drew pictures,” he says.“‘Analytic’ students got to read and write.”

Mike Schmoker wrote an interesting article critizing Differentiation -

What Mike Schmoker describes is not effective differentiation – I agree with him, students would be better off without random tasks in the room – but just

the same rigorous lesson for every kid.

What Mike Schmoker describes is not effective differentiation – I agree with him, students would be better off without random tasks in the room – but just

the same rigorous lesson for every kid.

What Differentiation is and is notEffective Differentiation means you have the same

rigorous goal for every student. You create multiple pathsfor learning so all students can reach that goal.

Effective Differentiation means you have the samerigorous goal for every student. You create multiple paths

for learning so all students can reach that goal.

Strong Examples Weak Examples of Differentiation

1) A RAFT that asks all students to explain and synthesize the details of the Rock Cycle – the perspective and format are different.

2) A Choice Board that asks all students to make an inference – the format of what they analyzeCan be different.

3) Every student gets the same Think Dots sheets with the same Questions on the Revolutionary War – but the students get different leveled texts.

1) A RAFT that asks one group to produce 3 well written paragraphs on the Rock Cycle, and one group to produce a flow chart of the rock cycle.

2) A Choice Board that gives the option of making an inference on the chapter the whole class read, answers fact and recall questions, and summarizing the chapter.

3) In Math class you give every student the same Think Dots sheet – but you tell some students they only need to roll the dice twice, while some have to roll it four times.

Getting Ready to Manage Multiple Paths . . .

AnchorActivitiesAnchor

Activities Plan for HelpPlan for Help

To catch the fast paced students & allow everyone to move at their own

pace

To catch the fast paced students & allow everyone to move at their own

pace

To send the message you

should always be learning in this

classroom

To send the message you

should always be learning in this

classroom

To create a barrier between you and the helpless hand-

raisers

To create a barrier between you and the helpless hand-

raisers

To promote self ownership in

student learning

To promote self ownership in

student learning

Coming Up with Anchor Activities1) Even during “normal” lessons students move at different paces – so how canyou best manage this?

2) Once we try our 1st differentiation strategy, there will be lots of activityin the room, and students moving at different paces, on different tasks – How will you manage them?

An Anchor Activity is a management support you have in your roomto ensure that students can always be learning, no matter how fast

they move on the daily tasks.

You can have them on a daily, weekly, unit, or yearly basis in your room. However, once they are set up, they should not be a management hassle for you.

The Book

The Area

The Ongoing Task

Brainstorming Anchor ActivitiesBreak into subject specific groups and . . .

1) Consider the three types I just showed you2) Brainstorm variations on them3) Come up with entirely new ideas

But make sure the anchor activities you come up with are . . .

Relevant

Rigorous

Engaging

So that students that students see the point in trying thetasks you give them .

So it is not busy work, and you are helping your studentsgrow more neurons in your class .

So they actually want to do the work for you and be “done”with the day’s tasks and lessons.

4th Task – Be ready to share your idea for your Anchor Activity when we debrief after the 1st observation.

Sample Plan for Help(Would be used during individual or small group work time)

1. Re-read or re-state the directions to the assignment and summarize what you think you have to do in your notebook.

2. Review the Visual Instruction Plan for the lesson and be ready to summarize the VIP if asked about it.

3. You may QUIETLY go through steps 1 and 2 with another student right next to you to see if they can help you.

4. The two of you may ask a “Student Helper” for assistance if they are free. Be prepared to share your summaries of steps 1 and 2, before you can ask the questions you still have.

5. The two of you may sign up on the board to work with the teacher once they are free. Be prepared to share your summaries of steps 1 and 2, before you can ask the questions you still have.

BackTo

Work

If you become unstuck!

If you become unstuck!

If you become unstuck!

If you become unstuck!

Putting it all Together for the Next Visit

CommunityCommunity

ManagementManagement

AssessmentAssessment

TechniquesTechniques

Have at least 1 visible and obvious cultural practice up and runningthat promotes growth in your classroom.

Have an Anchor Activity in place at least for the lesson I observe. If you want to use the Plan for Help, use it, this time around.

Try a lesson using either a Choice Board, RAFT, Think Dots, or Cubing.

Have the same rigorous goal for every student in that lesson, Regardless of the path they take. .

Schedule of Next Visits . . .EFCRS October 25th

Bronx Dance Academy October 28th

MS 331 October 29th

Bronx Green November 1st (AM)

City Island November 1st (PM)

FDA V

Bronx Writing Academy

November 3rd

November 4th

Have your “reproduceables” ready tohand to me or already posted in your

Digital Portfolio by the end of that day.

Binders & Digital Portfolios . . . Sorry for the 1 session delay on the Binders !

Use Tabs 1 – 8 for each of the workshops.

You can use Tab 9 for the data from mine and other’s observations.

You can use Tab 10 to collect each Differentiated Lesson Reproduceables throughout the year.

October 18th

October 18th

Reminder – Posting Task # 1 (Interest Survey Results) & Task #2 (TrackingMultiple Intelligences in Your Classroom)

NextObservation

NextObservation

You will Post the Following after the visit . . . .

1) At least 1 cultural practice that promotes growth in your class2) The Anchor Activity3) The Reproduceables from the Differentiated Lesson I observe.4) The Plan for Help is optional.