What ShouldDifferentiated

instructionLook like in the

classroom?

Building Common

UnderstandingIn Our

School 1

Performance Standard 4: Differentiated InstructionThe teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

Level IVIn addition to meeting the requirements for Level III

Level IIILevel III is the expected level of performance.

Level II Level I

The teacher continually facilitates each student’s opportunities to learn by engaging him/her in critical and creative thinking and challenging activities tailored to address individual learning needs and interests. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.)

The teacher consistently challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

The teacher inconsistently challenges students by providing appropriate content or by developing skills which address individual learning differences.

The teacher does not challenge students by providing appropriate content or by developing skills which address individual learning differences.

Teacher Performance Standard 4

2

Level III Level III is the expected level of performance.

The teacher consistently challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

3

1. Think about everything you know about the topic.

2.Write for 1 minute.3.Pass to the right.4.Read what the new page says.5.Put a check on one idea you think is

important.6.Add a term to the list.7.Repeat.8.At your table, discuss the 3 top

ideas.

DifferentiatedInstruction

Targets• I can define Differentiated Instruction using

language from GaDOE Teacher Performance Standards.

• I can identify classroom practices that differentiate instruction for learning.

• I can develop a plan for sharing a common understanding of DI at my school.

• (Set a personal learning goal. What do you hope to take away from the session?)

5

What Is DI? What Is It Not? 

7

Definition Characteristics

Examples Non-examplesDifferentiated

Instruction

GaDOE Resources Provide a Framework for Common Understanding

8 www.cpresa.org

TASK: Work with a partner.

Define Differentiated Instruction on Frayer:

1. Read the Quick Guide (Characteristics, Examples)2. Read the Fact Sheet (Characteristics, Examples)3. Read the Infographic (Non-examples)4. Read pp. 5-7 Course Participant’s Guide (Examples)5. Come to consensus on a definition6. Include characteristics7. Write at least 3 examples of DI – include an example

from your content/grade8. Write at least 3 non-examples of DI

www.cpresa.orgTKES Support

Performance Standard 2: Instructional PlanningThe teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.

Performance Standard 3: Instructional StrategiesThe teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.

Performance Standard 6: Assessment UsesThe teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.

Performance Standard 8: Academically Challenging EnvironmentThe teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

DI and Related Teacher Performance Standards

10

What does Differentiated Instructionlook like in

the elementary classroom?in

the secondary classroom?

12

TASK: Identify DI Teacher Planning & Practices

Responsive Teaching

1. Discuss the video clips.2. Identify characteristics and examples of

differentiated instruction in both elementary & high. Support your thinking.

3. What questions might an evaluator ask the teacher(s)?

Assessment Use with DI is FormativeTraditional Classroom

Differentiated Classroom

14

Assessment is most common at the end of learning to see “who got it” Assessment is

ongoing and diagnostic to understand how to make instruction more responsive to learner need

Exit slips * Admit slips * TOTD

15

ExamplesElementary: https://

www.teachingchannel.org/videos/teacher-assessment-strategy

MS/HS: https://www.teachingchannel.org/videos/student-daily-assessment

Ticket in the Door or My Favorite No: https://www.teachingchannel.org/videos/class-warm-up-routine

The bottom line . . .

18

“Good lessons start with a clear, curriculum-based objective and assessment, followed by multiple cycles of instruction, guided practice, checks for understanding (the soul of a good lesson), and ongoing adjustments to instruction.”

Mike Schmoker

19

Differentiated Instruction Defined

20

Examples Non-Examples

Understanding Evaluation of Std. 4Observations: When Will DI be Evaluated?

How Are Student Perception Data Used?

21

How Can We Support Teachers?

22

First Steps for Differentiating at the High School Level (Kristina Doubet, ASCD)

http://www.differentiationcentral.com/videos2.html#secondHelping Primary Students Become Responsible, Self-

reliant Learners (Monica Harrold, ASCD)http://www.differentiationcentral.com/videos2.html#elementary

Teaching Channel: https://www.teachingchannel.org/Coastal Plains RESA TKES Support: www.cpresa.org

Where Am I Going?Where Am I Now?How Can I Close the Gap?• I can define Differentiated Instruction using

language from GaDOE Teacher Performance Standards.

• I can identify classroom practices that differentiate instruction for learning.

• I can develop a plan for sharing a common understanding of DI at my school.

• I met/did not meet my personal learning target. To follow up, I need to . . .

23Handout: Agenda

Summarize at Your Table

24

1. Revisit your circle map and Frayer Model. Cross out any misconceptions.

2. What big ideas do you want teachers at your school to know?

3. Write a step you will take to strengthen your current practice or a current practice at your school.

4. Set a date/time to work on Goal 3 of the Agenda: Develop a plan for sharing a common understanding at your school.

5. Revisit your personal learning goal. Was it met?

Resources at www.cpresa.org

Research Base

26

Tomlinson and Moon, Assessment and Student Success in a Differentiated Classroom, ASCD, 2013.

Tomlinson, The Differentiated Classroom: Responding to the Needs of all Learners, ASCD, 1999.

GaDOE, Quick Guide Standard 4GaDOE, Fact Sheet Standard 4GaDOE, Differentiated Instruction:

A Teacher’s and School Leader’s Guidefor Improvement (Participant’s Guide)