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1

Using Differentiated Instruction

to Implement

Connecticut Standards (CCSS):

Day 1

2

Introductions and Greetings

• Names

• Places

• Roles

• A reason for attending

today’s session

• A question they have

about DI

3

One Agenda:• Introductions

• What is the philosophy that supports the differentiated classroom?

• How can we come to know our students in a short period of time?

• How do we know if we have rigorous curriculum?

• How can I preassess my students?

• Once I figure out the critical learning difference I will address, how can I best use flexible small groups in my room?

• What are some sample strategies—related to choice and tiering—that I can use in my classroom to address critical student learning differences?

Assumptions About These Two Days

• The training will provide

3 opportunities to design

differentiated lesson

plans

• Teachers will need the

full support of

leadership/administrators

to implement in the

classroom

• Lead trainers will be

available at each RESC

and SERC

• There are multiple ways to

introduce DI at each level,

i.e., elementary, middle

and high school and should

be tied to the strategic plan

• Multiple examples will be

provided, ELA/Literacy

and Math CCSS, as well as

connections to other

content areas

Assumptions About These Two Days

• That you have come as

a team to learn more

about DI

• That you have varying

levels of expertise about

DI

• That you all have some

familiarity with the

term and its practice in

the classroom

• That you have

brought a

curriculum unit

with which you

can reflect upon

and practice with

• A rich list of

resources

accompanies this

module, as well as

an FAQ sheet

SRBI and Differentiated Instruction

6

Tier 1

80-90%

Tier II

5-15%

All Students in School

Continuum of

Support

Tier III

1-5%

7

You are here…

8

What’s your

current

understanding?

Select 1 of 3

prompts to help

formalize your

thinking…

9

Sharing

Write a definition

of differentiation

that you believe

clarifies its key

intent, elements

and principles---in

other words—a

definition that

could clarify

thinking in your

school or district

1. Pick a column

2. Write or think silently

3. Be ready to share

Explain to a new

teacher what

differentiation is in

terms of what he/she

would be doing in

the classroom—and

why. The definition

should help the new

teacher develop an

image of

differentiation in

action

Develop a

metaphor, analogy

or visual symbol

that you think

represents and

clarifies what’s

important to

understand about

differentiation

10

Myths About Differentiated

Instruction

• Individualized instruction a la

special education

• Chaotic

• Homogenous grouping all the time

• Tailoring the same suit of clothes

• Expecting more of advanced

learners and less of struggling

learners

• New

• It’s formulaic; there are a finite

number of “correct” strategies

that always work

11

A proactive decision-making process

that considers critical student

learning differences and the

curriculum. Differentiated

instruction decisions are made by

teachers and are based on: (1)

formative assessment data, (2)

research-based instructional

strategies, and (3) a positive

learning environment.

Differentiated Instruction Is…

12

THE DI DECISION-MAKING PROCESS

CONTENT

INTRODUCTION

INITIAL INSTRUCTION

PREASSESSMENT

DIAGNOSIS

MANAGEMENT OF FLEXIBLE, SMALL GROUPS

CHOICE or

ALTERNATIVES

Adjusting the Breadth

TIERING

Adjusting the

Depth

What are the CRITICAL DIFFERENCES in my students?

How can I MODIFY one or more of the 10 curriculum components to address difference?

POST ASSESSMENT: Impact of DI

13

THE DI DECISION-MAKING PROCESS

What are some possible CRITICAL

DIFFERENCES in my students?

Interests

Learning styles

Expression styles

Questions

Readiness to Learn

Culture

Race

Gender

Language

Motivation

14

THE DECISION-MAKING PROCESS

How can I MODIFY one or more of the 10

curriculum components to address the ONE

targeted learning difference?

GRPG INTRO TCHG LRNG RES EXT TIME. PRO

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15

Curriculum Components: Advance Organizer

Content

Assessment

Grouping

Introduction

Teaching Strategies

Learning Activities

Resources

Extensions

Time

Products

GRPG

INTRO

TCHG

LRNG

RES

EXT

TIME.

PRO

Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A.,

Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press.

16

This SQUARES

with my beliefs

Here’s what’s going

AROUND

in my head

THREE POINTS

I want to remember

TALK IN 2s & 3s

Judy Rex-Scottsdale AZ

17

The Common Sense of

Differentiation

• Crafting an environment that actively

supports each student in the hard work of

learning

• Having absolute clarity about the learning

destination

• Persistently knowing where students are in

relation to the destination all along the way

• Adjusting teaching and learning to make sure each

student arrives at the destination (and, when

possible, moves beyond it.

18

A Few BIG Ideas to Think

on….

19

The Predictive Power

of Mindset

FIXED

– Success comes from being

smart

– Genetics, environment

determine what we can do

– Some kids are smart—

some are not

– Teachers cannot override

student profiles

GROWTH

– Success comes from effort

– With hard work, most

students can do most things

– Teachers can override

student profiles

– A key role of the teacher is to

set high goals, provide high

support, ensure student

focus—to find the thing that

makes school work for a

student

20

People Can Change their

MINDSET

QUESTION

Is a flexible mindset a precursor to

attending effectively to student

differences?

OR

Is it a goal for professional

development related to

differentiation?

What are the implications of your

answer?

21

Minute Pause

Note your

•Connections

•Insights

•Questions

•Misgivings

About this stage of the workshop. Work first alone—then with one or two colleagues

22

The Common Sense of

Differentiation

• Crafting an environment that actively

supports each student in the hard work

of learning


destination






23

MATCHING

One most critical student

learning difference

– Interest

– Learning Profile

– Readiness/Prior

knowledge

– Motivation

– Gender

– Culture

– Language

The Curriculum

– Content

– Process

– Product

24

Students

“I remember Fred Morhart. He

was my history teacher at West

Potomac High School in

Alexandria, Virginia. He let us

revise papers until they were

perfect. In doing that, he let us

know that he would stick with us

until we were perfect.” Brooks

Preuher, urban

planner, Alexandria, Virginia

“I remember Miss McDonald,

my second grade teacher at

Oyster River Elementary School

in Durham, New Hampshire. I

came out of that classroom with

a sense of well-being that I never

lost.” Shaula

Levinson, homemaker, Portsmo

uth, New Hampshire

25

On Knowing Students…

How do teachers

learn to care deeply

about students?

How do students

know when teachers

care?

26

What Are EASY Ways to Connect With Students?

– LISTEN

– Talk at the door

– Complete interest assessments and use the data

– Use small group instruction

– Seek and use student input

– Invite examples, analogies, experiences

– Use student-led discussions

– Share your own stories

– Seek varied perspectives

– Go to student events

– Spend time in the café during lunch or study halls

– Keep student data cards

– Attend extra-curricular activities

– Build some of the curriculum on student interests and culture

27

BaoWhen he first began school, Bao stated that he was “scared to make friends” because his English-language skills were limited. He didn’t want to raise his hand and felt frustrated in class. Bao received English as a Second Language (ESL) services for fourth and fifth grade, which helped him to learn English faster and “feel the same as other kids.” In ESL classes, Bao felt that he “sort of” was able to show his true abilities. “I knew to read and write to show how smart I was. I learned English faster than the other kids and got them mostly all right so I sort of knew I was smart then.”

28

MollyMolly is now unstoppable. Her history

teacher noticed an on-off switch in her.

“Molly turned into my best student. It

didn’t start out that way.

Molly herself knows what her teacher is

talking about. McNair knew she was

smart and didn’t think she had to prove

it by getting good grades. Then one day

she realized that colleges would need

evidence of her abilities and it occurred

to her that “intelligence is worth

nothing unless you can work with it. A

hard working person is going to go

father than a smart person if the smart

person doesn’t choose to work.”

The As in honors classes rolled in after

that…

Sadness in My HeartVena Romero, 11 years old

Callahan, C.M. & McIntire, J. A. (1994). Identifying outstanding talent in American Indian and

Alaskan Native students.Washington, D.C.: Office of Educational Research and Improvement.

My thoughts flow vigorouslyThrough my mind

As I see the tears fall endlesslyBecause we, the younger generation, are blind.

Blinded by the white world and what it brings,

We forget about our worldAnd all our sacred native things.

We have held our traditionFor so very long.

The elders are praying, wishing,That it will live on.

We’re forgetting about themAnd our future.

Slowly, we’re losing themAnd our culture

We can’t seeHow we’re hurting ourselves

By losing our identity,Our culture, tradition, heritage, and our ourselves.

We are not Native AmericansWithout our world.

We are just dark-skinned AmericansIn a white world.

30

DaquannaDue in most part to her disability, Daquanna was an extremely shy and quiet child. When she talked, she almost whispered. Her teachers described her as highly sensitive, insightful, and caring and noted that Daquanna was always concerned about her own achievement level and frequently sought approval when she tried new things. Furthermore, she rarely took risks until she was familiar with all aspects of a learning experience. She worked best with constant individual support. She frequently asked, “Is this right?” and she constantly questioned herself and her skills. She typically avoided academics, but enjoyed the creative activities that were available in her school. She especially liked drawing, art, and music. The one class each week where she worked independently and was willing to take risks was art. Her artistic skill became especially apparent when she received a first-place ribbon in a district-wide competition for a sculpture of herself which included details that reflected her cultural heritage and ethnicity.

31

Techniques to Learn About

Differences Among Students

• Prior Knowledge

• Learning Styles

• Interests

• Expression Styles

• Language

Proficiency

32

21st Century Learning Profiles

• Prior knowledge in a

content area

• Interests

• Learning styles

• Goals

• Content area preferences

• Other?

33

Elementary Math

SANDYNumber Sense

Identifies

place value

to 10,000’s

Reads

whole

numbers

through 4

digits

Writes

whole

numbers

through 4

digits

Orders

and

compares

whole

numbers

thru 4

digits

Reads,

writes

common

fractions

Computation

Addition

w/ 3 +

digits

Subtraction

w/ 3 +

digits

Multiplication Division

Facts to 10 Fact

families

Facts to 10 Fact

families

34

Elementary Math

Number Sense Computation ID place

value to

10,000

Reads

whole

numbers

through 4

digits

Orders

and

compares

whole

numbers

thru 4

digits

Reads &

writes

common

fractions

Addition

with 3

digits

Subtraction

with 3 digits

Simon

Leticia

Gary

Sanchez

Jezebel

35

Middle School Lab

ERIN

Skill/Product Lab 1 Lab 2 Lab Lab 4

Use of Equip. 4 3 5 4

Observation 1 3 4 4

Record. Info 1 2 3 2

36

Six Plus One Trait Rubric

Not Yet Emerging Developing Effective Strong

Ideas

Org.

Voice

Word Choice

Sent. Fluency

Conventions

Presentation

http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF

37

Optional Learning Profile

Components

•Interests

•Learning Style

Preferences

•Goals

•Other?

38

Steven 3 4 5 6

Music

Creative

Writing

Mathematics

Business/Mgnt

Sports

History

Social Action

Fine Arts

Science

Technology

Other

40

WAYS TO LEARN I Like

This

I Would Like…

Talking with Others

Reading

Watching/Viewing

Games

Computer

Reliving/Pretending

Making Things

Working Alone

Working with a Partner

Working in a Group

Choices

41

SHOWING WHAT

I’VE LEARNEDMy 5 Choices I’d Like to Be

Better At

Reports/Stories

Talking

Projects

Art Work

Diagrams/Charts

Displays

Helping Others

Media

Other

42

EXIT or ENTRANCE Cardsused to gather information on student readiness levels,

interests, and/or learning profiles

43

EXIT or ENTRANCE Cards

Identify three “ah-ha’s” from

today’s lesson about plate

tectonics

Pose two new questions you

have about plate movement

Name one thing you will

remember forever

3

2

1

44

LAS Links for ELL Students

45

MATCHING

One most critical

student learning

difference

– Interest

– Learning Profile

– Readiness/Prior

knowledge

– Motivation

The Curriculum

– Content

– Process

• Intro

• Grouping

• Teaching Strategies

• Learning Activities

• Resources

Product

Movie Time

In this high school class:

• What is this teacher’s

mindset?

• To what extent does this

teacher connect with her

students? On what evidence do

you base your conclusion?

• How might connecting with

students contribute to

achievement? What is the

evidence for your conclusion?46

47

The Common Sense of

Differentiation

• Crafting an environment that actively supports

each student in the hard work of learning

• Having absolute clarity about the

learning destination






What is RIGOROUS curriculum?

• Should curriculum be

rigorous for all

students?

• What might be some

attributes of rigorous

curriculum?

• How do we know that it

is rigorous enough to

feed every mind

appropriately?

48

Multiple Intelligence Assignment

• Meal/banquet

picture

Verbal

Intelligence

Visual

Intelligence

Musical

Intelligence

Kinesthetic

Intelligence

Write a

story about

your planet

Make a

chart that

compares

your planet

to Earth

Make up a

song about

your planet

Make up or

adapt a

game about

your planet

(e.g., Saturn

ring-toss)

What is Rigorous Curriculum?

50http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=322592

51

FACTS

CONCEPTS

PRINCIPLES

GENERALIZATIONS

THEORY

Discipline

Based

Knowledge

Representative topics

52

KUDs

KNOW

• Facts

• Vocabulary

• Dates

• Places

• Names

Carol Tomlinson

UNDERSTAND

• Concepts

• Macro-Concepts

• Principles

• Content-Specific laws

• Statements of Truth

DO

• Discipline-Specific Skills

• Thinking Skills

• Planning Skills

• Collaboration Skills

Sample ELA/Literacy CCSS

CCSS.2.R.L.2

• Recount stories,

including fables

and folktales

from diverse

cultures, and

determine their

central message,

lesson, or moral.

53

CCSS.7.R.L.9

Integration of

Knowledge and

Ideas: Compare and

contrast a fictional

portrayal of a time,

place, or character

and a historical

account of the same

period as a means of

understanding how

authors of fiction use

or alter history

CCSS.11-12.R.I.6

Determine an author’s

point of view or

purpose in a text in

which the rhetoric is

particularly effective,

analyzing how style

and content contribute

to the power,

persuasiveness, or

beauty of the text.

Sample Math CCSS

CCSS.2.MD.10

Draw a picture

graph and a bar

graph (with

single-unit scale)

to represent a data

set with up to four

categories. Solve

simple put-

together, take-

apart, and

compare

problems using

information

presented in a bar

graph.

.

54

CCSS.7.SP.2

Use data from a random sample to

draw inferences about a population

with an unknown characteristic of

interest. Generate multiple samples

(or simulated samples) of the same

size to gauge the variation in

estimates or predictions. For

example, estimate the mean word

length in a book by randomly

sampling words from the book;

predict the winner of a school

election based on randomly sampled

survey data. Gauge how far off the

estimate or prediction might be.

CCSS.9-

12.S.ID.3

Interpret

differences in

shape, center,

and spread in

the context of

the data sets,

accounting for

possible effects

of extreme data

points (outliers).

55

KUDs

KNOW UNDERSTAND DO

Movie Time:

Planning the Knowledge Goals in a

Differentiated Classroom

• Describe the process Rick uses to

determine the learning goals for his

7th grade unit on writer’s voice?

• What goals does he include? Are

they important to the discipline? 7th

grade students? Are they rigorous?

• How can we ensure that all teachers

plan as effectively as Rick?

Unwrapping Standards vs

Identifying KUDs

Unwrapping

Standards

• Usually done by central

office personnel/SDE

• Identifies “big ideas”

essential questions, and

concepts, by grade level

• May be accompanied by

the development of

common assessments

57

Identifying KUDs

• Completed by classroom teacher

(s) of a targeted unit

• The process may capitalize on

the essential questions and large

conceptual understandings

completed by central office/SDE

• Takes a “finer-grain” approach

to identifying what students

should know, understand and be

able to do at the completion of a

unit

58

Understanding KUDs

Strickland, C. A. (2009). Professional development for differentiating instruction. Alexandria: VA: ASCD.

Definition Examples

Know Most often

represented in

bullet form:

• Facts

• Dates

• Definitions

• Rules

• Names of people

• Places

• There are 50 states.

• Thomas Jefferson

• 1492

• The Continental

Divide

• Multiplication tables

• Rules of soccer

• Primary colors

59

Understanding KUDs


Definition Examples

Under

-stand

Best stated “I want

students to

understand THAT..”

• Bid Ideas

• Essential

Understandings

• Principles

• The “point” of a

discipline

• Multiplication is

another way to do

addition.

• People migrate to meet

basic needs.

• System parts are

interdependent.

• Writers use tools to

shape their craft.

60

Understanding KUDs


Definition Examples

Do The skills of a

discipline, including:

• Basic skills

• Communication

• Thinking

(analytical,

critical, creative)

• Planning

• Evaluating

• Analyze a text for

meaning

• Solve a problem to find

perimeter

• Write a well-supported

argument

• Contribute to the

success of a group

• Sort buttons into two

piles

61

Understanding Understandings

Carol Tomlinson

It is probably an

UNDERSTANDING if

it…

EXAMPLE Non-example

Represents subtle ideas that

are not obvious at first

glance

Scientists’ unique social and

educational backgrounds and

differences lead to their

disagreement about the

interpretation of evidence or

the development of theories.

Scientists study the

world around them.

Involves multiple layers or

multiple meanings

Associative principle of

addition.

2 +3 =3+2

Is an idea that is especially

powerful in understanding

the discipline and across

topics in a discipline

A person’s perspective is

shaped, in part, by her

experiences.

The Hundred Years’

War lasted from

1337 to 1493.

62Carol Tomlinson

It is probably an

UNDERSTANDING if

it…

EXAMPLE Non-example

Can be understood on a

continuum; something that

kindergartners through

graduate students could

study, albeit at different

levels of sophistication

Parts of a system are

interrelated.

The sun is the centre of the

solar system.

Can be stated as “I want

students to understand

that…” rather than “I want

students to understand…”

I want students to

understand that voice is

the writer revealed.

I want students to

understand writer’s voice.

Is a pithy statement that

reveals a truth about the

study or the practice of a

discipline

Culture shapes people

and people shape

culture.

There are many cultures in

the world.

Understanding Understandings

CRAYFISH

• Know:– Parts of a crayfish: thorax, abdomen,

cheliped, tail fan, swimmerets

• Understand:– Crayfish have needs that must be

met in order for them to survive.

– Each crayfish part has a job to do that helps the whole organism survive.

• Do:– Identify and describe the parts of a

crayfish

– Explain the role of each part in meeting the organism’s needs

• Work independently

• Work collaboratively

• Draw conclusions

64

Crayfish

ROLE AUDIENCE FORMAT TOPIC

Cheliped Other crayfish body parts

Letter Why I am Important

Riverbank Crayfish Appeal Why you should move to the

riverbank

Architect Crayfish

Other crayfish Blueprint The perfect crayfish habitat

Adult Crayfish Younger, injured or molting crayfish

Speech Crayfish safety

Crayfish Humans Venn diagram Compare and contrast

CRAYFISH

Fractions, Grade 5• Know:

– Sums, differences, estimate

• Understand:– That fractions are part of a

whole

– That our previous understanding about multiplication and division can help us understand how to multiply and divide fractions

• Do:– Use strategies (e.g., equivalent

fractions) to add and subtract fractions

– Explain why the procedures for multiplying and dividing fractions make sense

Grade 5 CCSS Number and Operations-Fractions: Solve real world problems involving

multiplication of fractions and mixed numbers

66

Fractions

ROLE AUDIENCE FORMAT TOPIC

Baker Bride and

Groom

Recipe Everyone Loves Cake at a Party

Carpenter Home Depot

Order Form Not Every Piece of Wood Will Be a Whole

Kids Pizza Hut

Conversation Let’s Have a Pizza Party for Thirty (30)

Teacher Bus Driver

Driving Directions

Shortest Route to the Zoo

67

Grade 1President’s Day

Grade 1, Standard 1: Significant events and themes in U.S. History; GLE: Explain the significance of historical figures and/or history-related holidays

EXAMPLE 1To celebrate President’s Day, Grade 1 teacher, Emily Rosen, planned a special day for her students. She showed students pictures of George Washington and President Lincoln. Then, she had her students paste lengths of black yarn onto a picture of Lincoln to show his beard. They put elastics around their pictures to make masks and wore them in a parade around the school to celebrate this special day.

EXAMPLE 2

To celebrate President’s Day, Janet Henry decided to link the holiday to a discussion about leaders. She collected some picture books about presidents, coins of all types, and paper currency in small denominations.

She began by giving each child a penny, and asked her students to tell her about the face on the coin. Then, she asked them a series of questions: Whose face is on the coin? Do other coins have different people on them? What might you have to do to get your face on a coin?

Some students wanted to find out more about famous American presidents. She had a separate conversation with these students about Lincoln and birthday celebrations. She made a mental note to watch the kiddos who wanted to learn more for other opportunities to facilitate their learning in this area.

68

Grade 6 Social StudiesUnderstands the biological and cultural processes that shaped early human communities

EXAMPLE 2

In this interdisciplinary sixth grade social studies unit, students explored the principle: All cultures share common elements that shape people’s lives: social organization, customs and traditions, art and literature, religion, economic systems and forms of government. Teachers targeted three world cultures from approximately the same time period to illustrate the diversity of highly evolved early civilizations: Greek, Incan and Mayan. For each culture, teachers gathered together maps, including political maps, maps of resources and geography; pictures of art work and technology; and literary selections. Students were asked to work on a culture of their choice. Their task was to infer the culture of each group and propose a theory about why the culture evolved the way it did. They could present their theory in a dramatization, audio or video tape or in text.

Extension: Invite students to compare high school textbooks to identify the major elements of culture. Seek their thinking about why cultural elements vary from source to source.

EXAMPLE 1The sixth grade middle school team worked collaboratively to teach an interdisciplinary unit about Greek culture. In social studies the learning goal was to increase student knowledge about Greek culture. In math, students learned about the current Greek money system and learned to covert Greek amounts to American and vice versa. In English, students learned some Greek vocabulary, made an acrostic poem using the Greek alphabet and learned to sing and speak the Greek national anthem. The unit culminated in a Greek dinner and festival that parents and community members attended students with resources about the selected cultures.

69

Grade 8: Westward Expansion

EXAMPLE 1

Mrs. Miller, a history teacher, realized that she had a great deal of material to cover as she approached the 1830s and the Trail of Tears. Her middle school text was over 1100 pages long! To cover the event and sustain her pacing for the semester, she decided to provide a series of “Challenge Choices” to students once they finished reading about the Trail of Tears in their text. To dovetail with Language Arts, she asked students to write a poem about the experiences of the Cherokee. She invited them to use language that appealed to all the reader’s senses and include two metaphors and similes. Those wanting more challenge could write a series of three poems, each about a different aspect of the Trail of Tears. For students wanting maximum challenge, she invited them to make a poetry journal, containing 3-5 poems about the Trail of Tears, as well as collect other poems about the native American experience during westward expansion.

Students will examine federal and state Indian policies and the removal and resettlement of the Cherokee Indians

70


EXAMPLE 2Mrs. Bergin knew her 32 eighth grade students had diverse reading

levels. As she approached her unit on the Trail of Tears, she first decided on the important aspects of this critical time in U.S. History, then searched for primary source documents that would reveal to her students the controversial nature of this issue, as well as its many facets. She decided on three essential questions: What happened to the people (social impact); Who owned the land (political argument); What does being civilized mean? (cultural argument). She then set about locating primary source documents that would assist her students answer the questions and address their diverse reading needs.

For her struggling readers, she located the Petitions of the Women’s Councils, 1817 and 1818, a memoir by Z. H. Brandon, “White Intruders,” and an account of the march by a young guard (Question 1). For her on-grade level readers, she selected the “William Penn Essays” (Jeremiah Evarts), A Brief View of the National Limit,” (1829) and Andrew Jackson’s Second Annual Message to Congress, December 30, 1830 (Question 2). For her above-grade level readers, she selected E. Boudinot’s Editorials in the Cherokee Phoenix, 1929-1931 and Lewis Cass’s “Removal of the Indians,” an essay that appeared in the North American Review (Question 3).


71


EXAMPLE 2, con’t

Each group was asked to: (1) summarize their readings, (2) highlight

the different perspectives in the readings, and (3) speculate how this period in

history might be rewritten to provide a more accurate accounting than what

appears in their textbook.


.

72

Stopping By Woods on a Snowy Evening

by Robert Frost

Whose woods these are I think I know.

His house is in the village though;

He will not see me stopping here

To watch his woods fill up with snow.

My little horse must think it queer

To stop without a farmhouse near

Between the woods and frozen lake

The darkest evening of the year.

He gives his harness bells a shake

To ask if there is some mistake.

The only other sound's the sweep

Of easy wind and downy flake.

The woods are lovely, dark and deep.

But I have promises to keep,

And miles to go before I sleep,

And miles to go before I sleep.

73

10th Grade American Lit

EXAMPLE 1Mr. Johnson spent a bit more than a week on Robert Frost’s poetry, including “Stopping By Woods on a Snowy Evening.” He wanted his students to appreciate the “down homeness” of Frost’s poetry. He had students read selected poems aloud to appreciate the sounds and cadence of each selection. With respect to “Stopping,” he asked students to write responses to the following questions:

How do you interpret the speaker’s attraction to the woods?

What do the last three lines suggest about everyone’s life? Why did Frost repeat the last line? What is the effect of the repetition?

CCSS: Reading Standards for Literature: Determine the meaning of words and phrases as they are used in the text, including connotative and figurative meanings; analyze the cumulative impact of specific words choices on meaning and toneCCSS: Reading Standards for Literature: Draw evidence from literary texts to support analysis and reflection

74

10th Grade American Lit

Ms. Mody wanted her students to understand that poetry can evoke many viable interpretations from the skillful use of literary elements by the author. At the same time, she knew that her 10th graders were at very different levels with respect to abstract thought. For one group of learners, she provided a list of symbols (the owner of the land, the horse, the woods. promises, sleep), some possible interpretations for each, and asked them to interpret the poem from their point of view in a one-page essay. For a second group of learners, she provided the poem only. She asked them to identify the symbols, think about how they interact within the poem, and generate a reflective essay about its meaning to their lives. For the final group of learners, she provided them with a copy of the poem and carefully selected quotations by Frost reflecting on his art. She asked them to select one or two of Frost’s quotations and explain, in a short essay, how there can be so many irreconcilable interpretations of “Stopping,” the poem that Frost called his “best bid for remembrance.”

CCSS: Reading Standards for Literature: Determine the meaning of words and phrases as they are used in the text, including connotative and figurative meanings; analyze the cumulative impact of specific words choices on meaning and toneCCSS: Reading Standards for Literature: Draw evidence from literary texts to support analysis and reflection

75

Selected Quotations“It should be the pleasure of a poem itself to tell how it can. The figure a poem makes. It begins in delight and ends in wisdom.” The Figure a Poem Makes, 1939

[Metaphor]: saying one thing and meaning another, saying one thing in terms of another, the pleasure of ulteriority*. Poetry is simply made of metaphor.” The Constant Symbol, 1946

“Like a piece of ice on a hot stove the poem must ride on its own melting.” The Figure a Poem Makes, 1939 *Ulteriority: Lying beyond what is evident or revealed)

Tic-Tac-Toe for a Novel: Basic

76

Create a pair of collages that

compares you and a character from

the book. Compare and contrast

physical and p0ersonality traits.

Label your collage so that viewers

understand your thinking

Write a bio-poem about yourself

and another about a main character

in the book so that your readers see

how you and your character are

alike and different. Be sure to

include the most important traits in

each poem.

Write a recipe or set of directions

for how you would solve a problem

and another for how a main

character in the book would solve a

problem. Your writing should help

us understand you and your

character

Draw/Paint and write a greeting

card that invites us into the scenery

and mood of an important part of

the book. Be sure the verse helps

us understand what is important in

the scene and why

Make a model or map of a key

place in your life, as well as an

important one in the novel. Find a

way to help viewers understand

both what the places are like and

why they are important in your life

and the character’s.

Make two timelines. The first

should illustrate and describe at

least 6-8 shifts in the setting of the

book. The second should explain

and illustrate how the mood

changes to with the changes in

setting.

Using books of proverbs and/or

quotations, find at least 6-8 that

you feel reflect what’s important

about the book’s theme. Find at

least 6t-8 that do the same for your

life. Display them and explain your

choices.

Interview a key character from the

book to find out what lessons

he/she thinks we should learn from

events in the book. Use a Parade

Magazine as a guide. Be thorough

in our interview.

Find several songs you think reflect

an important message from the

book. Prepare an audio collage.

Write an exhibit card that helps

your listener how you think the

song express the book’s meaning.

Th

eme

Set

tin

gC

ha

ract

er

Directions: Select and complete one activity from each horizontal row to help you think about

your novel. Remember to make your work original, thoughtful, accurate and detailed.

Tomlinson, 2011

Tic-Tac-Toe for a Novel: Advanced

77

Write a bio-poem about yourself

and another about a main character

in the book so that your readers see

how you and the main character are

alike and different. Be sure to

include the most important traits in

each poem.

A character in the book is being

written up in the newspaper 20

years after the novel ends. Write

the piece. Where has life taken

him/her? Why? Now, do the same

for yourself 20 years from now.

Make sure both pieces are

interesting feature articles.

You’re a “profiler.” Write and

illustrate a full and useful profile of

a character from the book with

emphasis on personality traits and

mode of operating.. While you are

at it, profile yourself, too.

Research a town/place you believe

is equivalent to the one in which

the novel is set. Use maps,

sketches, population and other

demograrphic data to help you

make comparisons and contrasts.

Make a model or map of a key

place in your life, as well as an

important one in the novel. Find a

way to help viewers understand

both what the places are like and

why they are important in your life

and the character’s.

The time and place in which people

find themselves and when events

happen shape those people and

events in important ways. Find a

way to rove convincingly that idea

using this book.

Find out about famous people in

history or current events whose

experience or lives reflect the

essential themes of this novel.

Show us what you learned.

Create a multi-media presentation

that fully explores a key theme

from the novel. Use at least three

media (e.g., painting, music, poetry,

photography, drama, sculpture,

calligraphy,) in your exploration.

Find several songs you think reflect

an important message from the

book. Prepare an audio collage.

Write an exhibit card that helps

your listener how you think the

song express the book’s meaning.

Th

eme

Set

tin

gC

ha

ract

er

Directions: Select and complete one activity from each horizontal row to help you think about

your novel. Remember to make your work original, thoughtful, insightful and elegant

Tomlinson, 2011

Establishing Curriculum Priorities

FACTS

CONCEPTS

PRINCIPLES

GENERALIZATIONS

THEORY

SKILLS

Wiggins, G. & McTighe, J. (1999.) Understanding by design. Alexandria: VA: ASCD

Defensible Differentiation…

79

Always Teaches Up• Has clear KUDs

• Requires careful thought

• Focuses on understandings

• Authentic

• Is respectful at or above “meets

expectations”

• Criteria at or above “meets expectations”

• Requires all students to use higher order

thinking skills

NEVER waters down

Think About A Curriculum Unit…

80

How engaged are students with it?

To what degree does understanding

suffer from coverage?

81

DAY 1: The Common Sense of

Differentiation

• Crafting an environment that actively supports

each student in the hard work of learning


destination

• Persistently knowing where students

are in relation to the destination all

along the way




Directions: Complete the chart to show what you

know about ???????????

Write as much as you can.

Description

Preasessment

A definition List 10 examples

Reason to use them Criteria to select an

appropriate format

Studying Students

• Personally– Interests (current and potential)

– Expression style preferences

– Product style preferences

– Passions

– Self awareness

• Academically– Readiness

– Prior Knowledge

83

Why ASSESS?

84

OFINSTRUCTION

FOR INSTRUCTION

AS INSTRUCTION

SUMMATIVE PREASSESMENT FORMATIVE

Reflect With A Colleague…

85

1. In what ways are these

forms of assessment being

used in your district?

2. To what extent is each

being used effectively?

3. What implications do

your reflections have for

your move toward

differentiated classrooms?

86

TRADITIONAL & REVISED

INSTRUCTIONAL ASSESSMENT

MODEL

PRETEST TEACH TEACH TEACH POSTTESTASSIGN

GRADES

PRETESTANALYZE

DATADI TEACH

MONITOR

ADJUSTTEACH POSTTEST

Ainsworth, L & Viegt, D. (2006). Common formative assessments: How to connect standards-based

instruction and assessments. Alexandria, VA: ASCD.

87

Pre-Assessments:

• Sample the key content in the unit

• Mirror the post assessment

• Contain a low baseline

• Align with CCSS

• Are closely tied to the content learning objectives

• Can be efficiently scored

• Support decision making

• Inform students of the purpose

88

Formative or Common

Assessments:• Are closely tied to the content

students are learning

• Can be spontaneous or planned

• May be formal or informal

• Can cause critical teacher insights into student learning and/or misconceptions

• Require careful observation and reflection

• Support decision making regarding instruction

Formative Assessment

Formative assessment is a process used by teachers

and students during instruction that provides

feedback to adjust ongoing teaching and learning to

improve students’ achievement of intended

instructional outcome.

In other words, there is no such thing as a

“formative test” or “a formative assessment.” A test

may be used formally

89


A second important part of the definition is

its unequivocal requirement that the

formative assessment process involve both

teachers and students.

The students must be actively involved in the

systematic process intended to improve their

learning.

90


The process requires the teacher to share

learning goals with students and provide

opportunities for students to monitor their

ongoing progress.

Source: Attributes of Effective Formative Assessment,

Council of Chief State Schools Officers (CCSSO) Formative

Assessment for Students and Teachers (FAST) Collaborative

91

92

Post Assessments:• Are like a rear view mirror

of the pre-assessment

• Contain a high ceiling

• Assess content, skills, and strategies

• Focus on application of knowledge to novel situations

• Couple with trait rubrics

• Include opportunities for personal reflections

• Can be used to calculate gain scores

Assessment in the Differentiated

Classroom • What assessments does Rick

do in his differentiated

classroom?

• What is the role of assessment

in the differentiated

classroom?

• How might our instruction

look different if every teacher

used preassessment data prior

to beginning instruction?

93

94

1. Developmental Reading Assessments (DRAs)

2. State assessments

3. Observations

4. Learning profiles

5. KWL

6. Journals

7. Freyer model/diagram

8. Lists

9. Products

10. Performance Assessment

11. Concept map

12. Entrance/Exit cards

10+ Easy-to-Use Formats

95

Focus Questions

• Is this technique viable across content areas?

• Is it viable K-16?

• What kind of knowledge does it assess?

• What are the benefits and drawbacks?

96

CT DRA2 Performance LevelsSubstantially Deficient Proficient

(Student is able to read independently at a

level considered proficient for the current

grade level placement).

Grade

Placement

WINTER SPRING WINTER SPRING

K Level A or lower Level 2 Level 4

1 Level 6 or lower Level 10 or lower Level 12 Level 18

Level 16 nonfiction

Selection MUST be

read prior to Level

18

2 Level 14 or lower Level 18

Level 16 nonfiction

Selection MUST be

read prior to Level

18

Level 24 Level 28

Nonfiction

selection

3 Level 20 or lower Level 28 or lower Level 34 Level 38

Nonfiction

selection

97

Student Graph

98

Preassessment Tool: A Modified K-W-L

What the student

ALREADY KNOWS

What the student

NEEDS TO KNOW

What the student

WANTS TO KNOW

K N W

-Prior Experiences

-Knowledge

-Skills

-Accomplishments

-Attitudes

-Self-rating of

current

proficiency with

unit objectives

-Interests

-Questions

-Ideas for

exploration or

investigation

101

Preassessment Tool: Journals

Ask students to describe processes/

examples or provide reflections related

to a curriculum objective

Gives the teacher

an opportunity

for a one-to-one

interchange with

the student

Tell me what you know

about fractions

What is the purpose of a

hero in a story?

103

Preassessment Tool: Lists and Surveys

• Tell me all the words that come to mind when I say “oceanography;

• List the attributes of French Impressionistic paintings;

• Name several types of land masses;

• Give examples of foods that contain high fats and sugars.

105

Preassessment Tool: Four Squares

Ask students to describe/explain what

they know about a topic

106

Preassessment Tool: Four Squares

Directions: Complete the chart to show what you

know about ???????????

Write as much as you can.

Description

Fractions

Description of Parts of a Fractions

Useful For Place to Them in the

Real World

Tomlinson - 02

108

Preassessment Tool: Products• Create a bar graph using data from

the sports section of the newspaper;

• Make a landscape drawing with a horizon;

• Show me your latest science lab report

109

Preassessment Tool: Performances or Conferences

• Explain how you found this answer;

• Import a graphic for the newspaper;

• Create a mobius strip;• Use a graphing calculator

to determine an equation;• Develop a roll of black

and white film;• Read to me.

Telling Time: Grade 1

110

Work with a colleague

to review the following

samples of 1st grade

work. Reflect on how

the “critical difference”

among these students

CCSS: Mathematics, Grade 1: The student will be able

to tell and write time to the hour and half hour on an

analogue and digital clock.

119

Persuasive Writing Prompt: Grade 6*

Your local school board has decided to lengthen the school day by one hour. What is your opinion on the best way to use this additional hour? Write a letter to your principal expressing your opinion on the best way to use the additional hour and presenting reasons that will convince the principal to agree with you.

*CCSS Writing Standards, Grade 6: Write arguments to support claims with clear reasons and

relevant evidence, see a-e for specific goals

120

Response 1Dear Principal,

I think we should

add a nother hour to our

school because we could

learn alittle more. It think

its best to stay another

hour with the hour

I could be doing

actives. Completing

work that we didn’t finsh.

I don’t get these!

Response 2I If you added

ahour our kids could get

less homework because

it is finished in calss.

They could also be able

to finish long tests. It

could allow vactions to

be longer and the school

year would be shorter.

The periods would be

longer and teachers

don’t have to make their

lessons short.

121

Response 3To the Principal of West Middle School

Hi! I just heard that your giving us one more hour to the

school day. I think we should use it for an extra study hall,

extra fun actives like gym or drill we should have a free time!

I think that we should have a extra study hall so after we had

the last class we can do are homework study ask friends to help

cause we have it in them m middle of the day and we don’t have an

extra class so we can do any of are other homework eximates from

are other classes! So more kids can do better in school and not fail.

So instead of getting failures we gethigher grades.

Another idea is extra gym so kids can get stronger and

healthier and kids can have fun at the same time whll thre exrising!

And boys and girls can do basketball and do toher stuff to live, drill,

step and dance and be with friends at the same time.

My last idea is free time of doing whatever we want.

please chosse one of these ideas! Thanks you for your

consern.

P.S. If you need any more help with anything else just tell me.

122

Dear Principal,

I have been told that you would like to extend the school day by

1 hour. I believe that this hour should be put to good use. I belive that

we should use it as a study hall.

When you get into Middle School you get 3 times more

homework than usual. This can be a problem, for some. After school,

people, like myself, have sports, clubs, and other things that, to them,

are more important than homework. If we are to lengthen the school

day and use that hour as a study hall, students might be able to get

their homework done and still be able to go to soccer practice.

As you know, many children learn differently. When a teacher is

going through stuff in class, not everyone gets it. What happens when

THAT child gets the homework? They don’t do it. If we were to have

study hall. That child or children could get extra help from his/her

teacher. They could ACE the tests and improve their self-esteem. This

is because when you know you can do something, anything in the

world seems possible to you…

So, as you can see, there are many ways that an extra hour

could be used. I believe it could be used as a study hall so that

children can have time to get it done, be able to go over it with

teachers, and improve grades. I hope you have time to acknowledge

my proposal.

123

Six Trait Rubric

Not Yet Emerging Developing Effective Strong

Ideas

Org.

Voice

Word Choice

Sent. Fluency

Conventions

Presentation

http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF

124

Statistics and Probability, Grade 7

At a carnival booth,

contestants pick a color

on a large spinner. A

prize is won if the arrow

stops on the color they

pick. The spinner is

divided into 8 equal

sections. Each section

is colored green, yellow,

red or blue.

Result No of

Spins

Green 38

Yellow 58

Red 35

Blue 19

CCSS, Mathematics: Statistics and Probability, 7: Investigate chance processes and

develop, use and evaluate probability models

125

Response 1

126

Response 2

127

Response 3

128

Math Problem Solving Rubric

Distinguished Proficient Apprentice Novice

Understands the problem

Identifies special factors that influences the approach before

starting

Understands the problem.

Understands enough to solve part of the

problem

Doesn’t understand enough to get started

Uses information appropriately

Explains why certain info is essential to the

solution

Uses all appropriate info correctly

Uses some information correctly

Uses inappropriate info

Applies appropriate procedures

Explains why procedures are

appropriate for the problem,

Applies appropriate procedures

Applies some appropriate procedures

Applies inappropriate procedures

Uses representations

Uses a clear, accurate and creative

representations that exhibit precision

Representation is clear Uses a representation that gives some

important information about the problem

Representation gives little info about the

problem

Answers the problem

Current solution and made a general rule about the solution or extended the solution to a more complicated

problem

Correct solution Copying error, computational error,

partial answer, answer labeled incorrectly

No answer or wrong answer

129

Concept Map

Word Bank

Sun

Hot gas

Space

Heat

Night

Constellation

Day

Star space

heat

hot gas

day

sun

nightconstellation

is in

see in

is a

has

makesmakes a

see at

-Used when teaching concepts and principles;-Graphic representation of students’ understandings;

-Uses a word bank, web, and links

131

Exit/Entrance Cards“During our mini-lesson, we talked about how an author makes decisions about his/her characters’ behaviors, based upon the plot that he/she is trying to forward. During independent reading today, I asked you to concentrate on the connection between character (s) and plot. For your exit card, write 3-5 sentences describing what you saw the author do with the characters behaviors to forward the plot.”

132

Selecting a Preassessment Tool

• Nature of the content?

• Nature of the feedback: Individual vs small group vs. whole group

• Time/Efficiency?

133

Making Sense of

Preassessment Data• Think like a qualitative researcher:

What does all this mean?

• Sort the data into 1 to 4 groups, based on a common, powerful difference

• Identify the learning difference: interest, prior knowledge, etc.

• Decide how to address the difference through differentiated teaching/learning activities.

134

Attributes for Differentiation

PRIOR KNOWLEDGE

AREA OF INTEREST

PREFERRED LEARNING STYLE

conceptual applicationprecision

drawing sculptingpainting

small-group adult supportalone with visuals

135

No

more

random

acts of

differentiation!

13

6

“Teaching in the

dark is a

questionable

practice.”

Taba, H., & Elkins, D. (1966). Teaching strategies for the culturally

disadvantaged. Chicago: Rand McNally.

Comments

137

Ideas

138

Assignment

Administer your PREASSESSMENT and

prepare a poster that displays your findings

139

Assignment

Administer your PREASSESSMENT and

prepare a poster that displays your findings

Content Area:

Grade Level:

KUDs:

Preassessment Questions:

Data Display:

Your analysis:

14

0

TTT: Things Take Time

•One Subject Area at a Time

•One Unit at a Time

•One Lesson at a Time

•One Student at a Time

•One Strategy at a Time

The potential possibilities

of any child are the most

intriguing and

stimulating in all

creation.

-Ray L.

Wilbur

The Differentiated Instruction Design Team:

• Megan Alubicki, Consultant, SDELynmarie Thompson, Consultant

LEARN

• Shauna Brown, Assistant Principal, Middletown Public Schools

• Francine Carbone, Language Arts Curriculum Specialist, Bridgeport

Public Schools

• Rosanne Daigneault, Leader in Residence, SDE

• Harriet Feldlaufer, Chief, Bureau of Teaching and Learning

• Dr. Tony Gasper, Assistant Superintendent, Ansonia Public Schools

• Marie Salazar Glowski, ELL/Bilingual Consultant, SDE

• Alice Henley, Assistant Executive Director, SERC

• Dr. William Howe, Consultant, SDE

• Lynmarie Thompson, Consultant LEARN

• Dr. Jeanne Vautour, Consultant, EASTCONN

• Iris White, Consultant, SDE

The following educators for their participation in the vetting sessions:

Amy Radikas, Consultant, SDE

Barbara Senges, Assistant Superintendent, Middletown Public Schools

Casi Skahan, Teacher, Bridgeport Public Schools

Denise Carr, Teacher, Meriden Public Schools

Dr. Maureen Ruby, Adjunct Professor, Eastern CT State University

Harry Gagliardi, Executive Coach, CAS

Kim Goodison, Math Interventionist, Region 16

Kim Traverso, Consultant, SDE

Laurelle Texidor, Principal, Jennings School, New London

Maura Graham Vecellio, Teacher, Meriden Public Schools

Michelle Eckler, English Department Head, East Hartford

Michelle LeBrun Griffin, Consultant, SERC

Michelle Levy, Consultant, SDE

Nancy Boyles, Professor, Southern CT State University

Oona Mulligan, History Teacher, Newtown High School

Patricia Foley, Consultant, SDE

Peggy Neal, Education Specialist, CREC

Peter Madonia, Chair, Educational Leadership, Southern CT State University

Sharen Lom, Alternate Route to Certification

Suzanne Goodison, Adjunct Professor, Central CT State University

Suzi D’Anolfo, Adjunct Professor, University of Hartford

Tara Gleason, Teacher, Region 5

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