The reality is … Learners learn what they want to learn!

Day Three

We believe…All people can learn.

We know…Students can learn more than they are learning.

The reality is …Learners learn what they

want to learn!

Day One and TwoHighlights

Share “AHAs”!

How have you used the information?

3

Leveled Activities Addresses growth in each learner’s knowledge base

Based on pre-assessment data p. 36 Notebook p. 30

Level III High Degree of Mastery • Knows the information to be introduced

Ready to go deeper in the content and learn new information about the topic

Level II Approaching Mastery• Has proper background to learn the new information.

Ready for the grade level standardsLevel I Readiness or Beginning • Has too many gaps to learn the new information

– Not ready for the grade level information

4

Adjusting an AssignmentGROUP AThe teacher works with

a majority of the class.

GROUP BA small group

works with thebasics to fill in gaps.

GROUP CA student works with a contract

assignment.

Another Adjustable Assignment View

Another classroom view of Adjustable Assignment

Teacher circulating Gather data.

Red Group

Working on an assignment that is challenging.

Yellow Group

Working on a grade level assignment

Green Group

Working on a gap or a hole.

7

Meeting Individual NeedsAdjusting Assignments

A. The teacher conferences with a student. Then circulates among all the learners.

GROUP BMost of the class works independently on assignments written on the board.

GROUP CTwo students

work with their own agenda

folders.

8

Adjustable Assignment Grid Grade Level

Standard you are teaching1

2 Background Knowledge

3 6. Gap or Hole

4 What do they need

next ?

LEVEL III LEVEL II LEVEL I

5 What do they know?

Allows students:

• to work at appropriate pace

• to order work to their liking

• to develop independence

• to manage personal time p153-156

• to work at their level of readiness

Nested Model

Fill in the boxes or circles of the Nested Organizer with the information learned in the Mac-A Lena Activity using the following categories.

A. Activity in the centerB. StandardsC. Multiple IntelligencesD. Thinking Skills

A.

BD

C.

Threaded ModelStandard or Skill ___________

Subject Subject Subject Subject

Write an activity in each oval.

District Threaded Model

Grade Ten Grade Eleven

Grade Twelve

The Quality Learning Climate

Create a safe learning environment.

Motivate and challenge students. Display students’ work. Build RESPECT!

p.3

Learning Environment Jigsaw

1. Form a group of four. 2. Count off from1-8 for assignments.3. Each team member reads and summarizes

the two assigned topics.4. Everyone prepares a grid sheet for taking

notes.5. Each participant reports their findings to the

group.

Learning Environment Jigsaw1. Make

Rules Work.p. 10-12

2. Make BodyLanguage Speak.p. 12-13

3. MakeWords Workp. 14-15

4. EstablishOpen Communication.p. 15-16

5. Build Rapport.

p.16-18

6. WOWYour Students.p. 18-19

7.Foster Self-efficacyp. 19-21

8. Motivate the Unmotivated. p.21-22

Other Factors to Establish a Quality Climate

Notebook Page 24

• Use Humor.p. 14

• Honor Contributions. p. 16• Listen with Intent. p. 16• Celebrate Success! p. 18• Use Novelty. P.

18• Provide Choices. p. 20

“The way we do things around here.”

Attitude is Altitude!Show “Withitness!”

Love to teach and show passion!

p. 17

State of FlowCsikszentmihalyi

Not Bored

Not Frustrated

When the Mind is

Challenged

p. 128-130

p. 134-135

21

Sponge ActivitiesUse Time Wisely!

Mystery Word or ConceptsAssign one week

before the introduction!

Mystery Word ______

Project Assignments

1. Anchor Activities 6. Agendas

2. Cubes 7. Academic Contracts

3. Choice Boards 8. Learning Community Studies

4. Graphic Organizers 9. Content Activities

5 Center/Stations/Learning Zones

10. TIME

Introducing the Project1. Sign up for the topic of your choice.2. Meet your group! 3. Assign roles of captain, timer and recorder.4. Read the information related to your topic in the

book and take notes independently.5. Identify the most effective ways to use this strategy

in your classroom.6. Go on a scavenger hunt to other

class members and gather their ideas for the problems for using your strategy.Report findings.

Creating the Display1. Decide on the design of the display.2. Include

• What is it? • What is its purpose?• What are the most important uses?• What are needed management tips ?

3. Assign tasks to each group member.4. Create the display.

Preparation for Presentations

1. Decide what pieces do you needto present?

2. How are you going to present the information?

3. Who is presenting which parts?4. Create a creative hook for an entrance and

exit.5. Practice.

Project Presentation

Managing Flexible Groups

T

Tips to Manage Total Groups…

Draw a Star Fish.Place a tip in each point!

Working Independently

A

Working ALONE Management

Tips

Draw a Stick Figure. Place of five Tips

around him.

Working with a Partner

PARTNER Management Tips

P Draw a flower with five Petals.

Put a TIP on each petal.

Working With in SMALL GROUP

Small GroupManagement Tips

Draw five Steps.Put a Tip on each step!

S

Differentiate More

Students Learn!DAY FOUR The Journey Continues…

Further Developing your First PresentationIdentify your audience.What will the audience be doing at each part?Prepare a catchy opening and closing.Who will present which parts?What materials do you need?What equipment? Place to meet? Do you need to set up an outsider coming in

to present with you?

Debriefing Day Three• Stand up Name Tents.• Highlights from Yesterday

AM /PM Sheet • Share some plans for

Professional Development.• Make Day Four AM/ PM Sheet. • Explain Portfolio Folder.

Flexible Grouping

T Total GroupA AloneP PartnerS Small Group

p. 100

Flexible Grouping Designs

1. Knowledge-Based Groups

4. Multiage Groups

2. Interest Groups

5. Random Groups

3. Ability Groups 6. Peer Tutoring

Cooperative Learning Groups

p. 113Reminders

and Tips

Triarchic Teaming Modelp. 57

_____ Analytical _____ Creative _____ PracticalNote: Add to model Grid.

The Unconscious Educator1. Noises 2. Actions 3. Facial

Expressions

Become Conscious of your Actions!!!

Academic Contracts

p.157-162Giving a Student a

Choice with Teacher Approval!

Vocabulary CubeChoice Board

1. Make a word puzzle using the word.

2. Contrast the word with something else.

3. Create a design to display the word.

4. Write a song or poem with the word.

5. Write a story using the word at least three times

6. Write an ad for the word.

Sample Choice Board Make a Create a Develop

collage. song. a role-play.

Create a Wild Make a list of cartoon. Card attributes.

Compare ___ Construct a Interviewwith ____. model. people.

1.Name Purpose.2. Brainstorm Possibilities

3.Choose Keepers. Discard Losers.

4. Count Keepers.

5. Decide on Grid.

6. Make a Sample.

KEEPERSValuable Use of TimeTeaches a StandardStudent CenteredAssessment Fits

Materials Accessible

p. 140

Purposes of Choice Boards• Homework• After Reading or Problem Solving• Learn a Vocabulary Word • Inside a Station or Lab• Projects for a certain topic or book• Oral Report• Presentation or Demonstration• Independent Work• Technology Sample• Demonstrate a Skill

1.Name Purpose.2. Brainstorm Possibilities

3.Choose Keepers. Discard Losers. p. 141

4. Count Keepers.5. Decide on the design. P.142

6. Make a Sample.

KEEPERS

Valuable Use of TimeTeaches a StandardStudent CenteredAssessment Fits

Materials Accessible

From Quantity to Quality

• TIMEAmount of timeWorth the time

• MATERIALS and RESOURCES• STUDENT FOCUSED• ASSESSMENT• TEACHES NEEDED STANDARDS

Sample Choice Board Ideas

WheelPyramid

ScrollStar

CHOICES1. 2.3.4.5.

Centers/StationsLearning Zones

p. 148-152

• Structured– Rules established– Materials Available– Instructions given for assignment

• Exploratory– Rules established– Materials Available

More on Assessment• Pre-Assessment Tips p. 173• Assessment Tools p. 181• Prompts to use during self-

assessment p. 184-187

• Informal Assessment tools chart p.190

• Stand and show continued p 201

53

Effective Questioning p. 205

Skinny Questions

FATQuestions

54

Survey Explorationp. 217-218

1.Personal preference Survey

2.Study Habits Survey3.Unit Knowledge-Base

Survey

Make up sample questions for each!

Day FiveManaging Differentiated Instruction

Let’s make a difference. How do you reach the individual needs of learners?

Your Questions

• Appropriate level: Examples • Three extensions for advanced students

• Work with higher level thinking• Make a connection into their world.• Think of a way you use this information• Research deeper• Try this challenge: More complicated example.

Requests

• More time to talk to the team.• What is the pre-test post test grid.• Discuss Blooms and higher level activities• The six point list for choice boards. • Why not use a video

More questions

• Why would you thread horizontally into other subjects? Our examples threaded it horizontally .

• Example of the Nested• How to balance DI when we are made to

teach reading 90 minutes

60

Differentiation Implementation Quiz

1. Read each item on the quiz.2. Answer with

Y YES, I do this!N Need, I need to improve!

3. Place the ones that you answered “NO” on the inside of your name tent.

61

Personal Daily Log ReflectionsDay 5 AM

Day 5 PM

62

The Unconscious Educator1. Noises 2. Actions 3. Facial

Expressions

Become Conscious of your Actions!!!

Analyze YourLesson Plans

Label the Intelligence Targets

V/L Verbal/ LinguisticM/R Musical/RhythmicL/M Logical/MathematicalV/S Visual/SpatialB/K Bodily/Kinesthetic TALLY

Label T.A.P.S.T Total groupA AloneP PartnersS Small Groups

Find a Partne

rand

SHARE!

Analyze

yourself!

Check the checklist!p. 241-242

p. 3

Project Model to Explore!

Project Model p. 491. Management Tips2. Things to remember!3. Additions to the Plan4. A Choice Board Activity

Note-book p.37

Five Star Management Tips for the Project-Based Model

1. Use the grade level standards and content to create the project topic list.

2. Provide a project packet when you assign the project.

3. Place emphasis on the process instead of the product.

4. Make sure the project is age appropriate and is student-focused.

5. Establish a Project Partner to share parts due on the Timeline Assignments.

Active

Processing

Project

Planning

Product

Produced

through

Age-Appropriateness

Will the students be able to process the information? Is it student –focused?

Content

How will the project will be used to extend the learning in a particular content area?

Project Choice Board

1. Create a timeline for a project.

3. Create a choice board of project choices for a certain topic.

2. Create an assessment tool for the presentation.

4. Create a project contract.

More Differentiated Models

Activity Analysis p. 60-63• What, who, when, where, how p. 61• Five Tips p.62• Examples p. 63

Student-Directed Model p.64

Teacher-Directed Model p. 67

Another Planning Models

Activity AnalysisModel

What?Who?

When?

Where?

How?

More Models to View

• Student DirectedModelPage 64

Self-Assessmentpage 183

Teacher-Directed

ModelPage

67

Planning a Lesson: A View1. Pre-assess the information being taught. 2. Gather and interpret the assessment data.3. Purpose of the lesson and the hook.4. “Lecturette”5. Guided practice.6. Assess during revamp and adjust according

to need.7. Student focused activities8. Reflections and Evaluations

Lesson Parts 1. Teacher Directed: Pre-assess 2. Teacher Directed: Lecturette 3. Teacher Directed: Guided Practice 4. Student Directed: Independent Practice a. Groups and their tasks based on pre-assessment. b. Grouping by knowledge base and experience. 5. Evaluate

Developing your Third PresentationIdentify your audience.Develop the plan. What will the audience be doing at each part?Prepare a catchy opening and closing.Who will present which parts?What materials do you need?What equipment? Place to meet? Do you need to set up an outsider coming in to

present with you?

Trainer Tipsp. 66 – 70Notebook

80

81

Find your Phase of DI

Implementation.

82

Portfolio Conference Preparation

1. Take 15 minutes to explore portfolio entries, notes, text and journals to select important personal learning components of the course.

2. Tab them with sticky notes. 3. Meet with your energizing partner for

the conference.

Complete Response Conference Sheet

A. AM/PM Sheets__ __1 __ ___2 __ ___3 __ __4 __ __ 5B. p. 3 in book Biggest Need that I have now moved to

Yes. Shared ____ _______C. Climate Grid ___ ____D. Model Grid ___ ___ Shared ____________E. Sample Adjustable assignment F. Assignment ___ Chart ___G. Choice Board ___ ___ Cube ___ ___

TableTheme

Songs for thisTraining.

85

You are GREATandGetting GREATER!

86

87

Managing JournalsPages 219-223

1. AHA Boxes2. Signs and Stars3. Draw it!4. Use a Likert Scale

Why?5. Color it! Why?6. Theme Song

Models of Differentiated Instruction

1. Adjustable Assignment Model(Tiered Assignment)

2. Curriculum Compacting Model3. Academic Contract Model 4. Problem-Based Model5. Project-Based Model