To access today's materials: bit.ly/yadkin3_2016

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Element IVa. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Teachers know how students think and learn. Teachers understand the influences that affect individual student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students.

Element IVb. Teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data sources for short- and long-range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be consistently monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural differences and individual learning needs.

Element IVc. Teachers use a variety of instructional methods. Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction.
Session Description: These professional learning activities should increase your understanding of data teams, how to use data to differentiate instruction, and how to differentiate instruction. Participants may also begin systematic reflection of their practice to improve instruction. The session itself is designed to model differentiated instruction.

Facilitator Contact Information
Dr. Frances Harris-Burke - Service Support Coordinator, North Area, NCDPI
frances.harrisburke@dpi.nc.gov

Dr. Mandy Taylor - Professional Development Coordinator, North Area, NCDPI
mandy.taylor@dpi.nc.gov

1:00-1:15
Welcome and Introductions





Whole Group









Data Teams Group
Media Center

Differentiation #1
Room 401

High-Preparation Group
Room 116

Small Groups
1:15-2:15
Data Teams

Differentiation




2:15-2:40
BREAK

BREAK

BREAK


2:40-3:40
Differentiation

Data Teams




3:40-4:00
Feedback and Reflection





Whole Group

under hood small.pngUnder the Hood - Agenda



Data Teams

In this part of the session, I can:
By:

Materials



Click here to access the information about data teams.








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Differentiation @ 1:15

In this part of the session, I can:
By:

Materials
  • understand what differentiation is and is not
  • understand who benefits from differentiation
Varying the mode
of delivery

Introduction to Differentiation

1. What is Dr. Tomlinson's definition of differentiation?
2. What two pieces need to be in place for differentiation, according to Dr. Tomlinson?

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  • understand a framework for differentiation in the classroom
    • Content
    • Process
    • Product
    • Learning Environment
Graphic Organizer



Content (from Reading Rockets)
  • what the student needs to learn
  • how the student will get access to information
Process (from Edutopia)
  • activities
  • making sense of the content
Product
  • how students demonstrate mastery of learning
Learning Environment
  • sense of community
  • physical layout of the room

Matching Activity


  • identify different levels of differentiation
    • high level of preparation
    • low level of preparation
Direct Instruction



Examples and explanations of high and low prep strategies

Examples of low and high prep strategies from Carol Tomlinson

Top 5 Low Prep Strategies
  • plan for differentiation in my classroom
Applying
New Information

Lesson Plan Templates

Fill out online
Download the PDF, print and fill out
activity.gif
Identify one strategy to implement. Create a lesson plan using the strategy and a procedure for evaluating the effectiveness of the strategy, including a timeline.
Deliverables:
  • lesson plan using a specific strategy
  • how you will evaluate the effectiveness of the strategy
  • timeline for implementation and evaluation

Resources


What Differentiation Is and Is Not - infographic from ASCD
Achieve the Core
Readworks
Hoagies Gifted Education


Differentiation @ 2:40
In this part of the session, I can:
By:

Materials
  • review differentiation
graphic organizer

  • understand a framework for differentiation in the classroom
    • Content
    • Process
    • Product
    • Learning Environment
graphic organizer
matching activity


  • identify different levels of differentiation
    • high level of preparation
    • low level of preparation
direct instruction

Examples and explanations of high and low prep strategies

Examples of low and high prep strategies from Carol Tomlinson
  • reflect on current differentiation in my classroom
  • target an area for improvement
individual and
small group work

Reflection Document - Word
Reflection Document - Google (make and copy save to your drive)
activity.gif
Complete the Reflection document. Identify one strategy to improve. What specific steps will you take to modify the strategy? Create a plan and procedure for evaluating the effectiveness of the modifications, including a timeline.
Deliverables:
  • description of steps/changes to be made (could be a bulleted list)
  • how you will evaluate the effectiveness of the strategy
  • timeline for implementation and evaluation

Resources

What Differentiation Is and Is Not - infographic from ASCD
List of children's book authors who address complex themes - Word Doc | Google Doc
Example of open-ended questioning with graphic organizers - Circle Map | Tree Map
RBT Question Stems - PDF



High Preparation

In this part of the session, I can
  • understand how to engage in reflection for systematic improvement of teaching and learning
By

Materials
Understand the Plan, Study, Do, Act cycle
Independent and
Small Group work


Think-Pair-Share
1. What are your questions?
2. What are your "ah-ha"s?

Model for Improvement
Model for Improvement

Plan-Do-Study-Act in education
PDSA: A Professional Development Model
Understand Action Research

As you notice, in conducting action research, the steps listed are:
  1. Identifying an area of focus
  2. Applying an innovation or intervention
  3. Collecting data (determined by the study’s area of focus)
  4. Analyzing and interpreting data, reflecting on findings and your practice and developing your next steps (what now?)

Note that at step 4, the action researcher can go on to publish or share the findings or continue the cycle of action research.
This process can be repeated for as long as the researcher wishes.

As a teacher, you will notice most of this is not very different from what you do in the classroom.
Action research is the extension of the "planning, doing, reflecting, reviewing" cycle of reflective teaching
into a more systematic or formalized, and in-depth, process of inquiry.
Independent and
Small Group work


Think-Pair-Share
1. What are your questions?
2. What are your "ah-ha"s?

Simplified Model of Action Research
Determine what you want to target for improvement based on reflection.
Determine which high-preparation differentiation strategy to implement for improvement
Determine which approach - PSDA or Action Research - you wish to engage.
Independent work
Small group discussion

Reflection Document - Word Doc
Reflection Document - Google Doc
Examples and explanations of high and low prep strategies
Examples of low and high prep strategies from Carol Tomlinson
Choice 1: Engage in PSDA to Improve Teaching and Learning

1. Answer questions from the "Area of Focus Questions."
2. Review the Model for Improvement questions. Based on your work in #1, you should be able to
answer those three guiding questions.
3. Complete the professional article summary on your chosen strategy.
4. Complete the PDSA worksheet to the extent possible.
5. Begin creating materials and locating resources to execute your plan.
Better suited for
small group

NC WiseOwl Professional Zone
password - see the board in the classroom

Area of Focus Questions - Word Doc
Area of Focus Questions - Google Doc

Professional Article Summary form - Wprd Doc
Professional Article Summary form - Google Doc

PDSA worksheet
Choice 2: Engage in Action Research to Improve Teaching and Learning

1. Answer "Area of Focus Questions."
2.Complete professional article summary on your chosen strategy.
3. Complete Action Research Plan.
  • A good action plan will:
    1. Define the purpose of study
    2. Describe your participants
    3. Define the variables
    4. Develop research questions
    5. Describe the innovation or change
    6. Define your data collection and analysis plan
    7. Develop a timeline
4. Begin creating materials and locating resources to execute your plan.
Better suited for
individual/classroom work


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Begin the PDSA Cycle OR Begin action research
Deliverables:
  • Area of Focus Questions
  • Professional Article Summary

Feedback and Reflection


activity.gif
Questions for Discussion
  • Is equal fair?
  • What are the affective considerations for managing a differentiated classroom?
  • How do you talk to parents about differentiating instruction?
  • Does differentiated instruction empower/encourage students to own their learning?
    • If yes, how?
    • If no, why not?

Revisit survey questions.

Complete the feedback form.

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Under the Hood



Resources, including digital resources, on this wiki have been helpful to some educators across the state. However, NCDPI does snot represent nor endorse that these resources are the exclusive resources for the purposes outlines in this wiki.