Nurturing Academic Potential in the Primary Grades

To access today's materials, navigate to bit.ly/ccsa2016n

Internet code: CCSAM16

Session Description

During this session, participants will explore what differentiation is and is not, explore how to differentiate literacy instruction in K-3 classrooms, and began planning to differentiate literacy instruction in their classrooms.

Alignment to Standards

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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 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.
Facilitator Contact Information
Rebecca Belcastro - Literacy Consultant, Piedmont-Triad Area
rebecca.belcastro@dpi.nc.gov

Melissa Coughlin - Literacy Consultant, Northwest Area
melissa.coughlin@dpi.nc.gov

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


Agenda
Time
Topic
Learner Outcomes
Strategies
10 minutes
Welcome
In this part of the session, I can:
  • access the website where materials are housed.
  • get acquainted.
  • session overview
Direct Instruction
20 minutes
Background
In this part of the session, I can:
  • understand what differentiation is and is not.
  • understand who benefits from differentiation.
Think-Pair-Share based on readiness
Vary the mode of delivery
105 minutes

BREAK
Framework

Literacy Stations
In this part of the session, I can:
  • understand a framework for differentiation in the classroom
    • Content
    • Process
    • Product
    • Learning Environment
Graphic Organizer

Literacy Stations
15 minutes
Planning to Differentiate
In this part of the session, I can:
  • gain an understanding of classroom management for DI.
  • identify different levels of differentiation
    • high level of preparation
    • low level of preparation
Mini Workshop
30 minutes


BREAK
Starting to Differentiate
In this part of the session, I can:
  • create materials for implementing DI or
  • sharing what I've learned in today's session
Differentiate by Product

Identify one strategy to implement and the time frame for implementation.

Or

Create the 2nd make and take activity

OR

Create a plan for sharing information with faculty
10 minutes X
Reflection
In this part of the session, I can:
  • synthesize the information learned today and reflect on next steps.
  • provide feedback to the facilitator.
Exit Ticket


Welcome - Background - Framework and Literacy Stations - Planning - Starting - Reflection

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