Donna Lloyd Melissa Petrilak Training and Consulting Staff Colonial Intermediate Unit 20 C OLLABORATION AND C O - T EACHING D IFFERENTIATION + C OLLABORATION = I NCLUSION E STABLISHING W ORKSHOP N ORMS What can you do to make this a good learning experience for yourself? What can you do to make this a good learning experience for others? 2009 S UCCESS FOR A LL F OUNDATION E STABLISHING W ORKSHOP R OUTINES Zero Noise Signal Think-Pair-Share Random Reporter 2009 S UCCESS FOR A LL F OUNDATION R ANDOM R EPORTER All students are aware of expectation All students prepare to answer question(s) with the support of teammates Assign numbers to each student in team Teacher randomly calls out number Team Reporters are those with assigned number T HINK -P AIR -S HARE Ask a question Students individually think about the answer Students discuss their answers with a partner Students share in teams or in whole group their discussions/answers Z ERO N OISE S IGNAL Teacher: 1. Stop talking 2. Raise hand in air 3. Remain quiet Students: 1. See teacher signal 2. Finish thoughts 3. Raise hand in air 4. Turn attention to teacher 5. Become silent U SING S IGNALS AND S TRUCTURES FOR G ROUP F ORMATIONS Why use Signals and Structures? Help students to recognize turn-taking Gives students directives to ease discussion Allows for easily transitioning Lets Practice Zero Noise Signal 1- Gather Your materials.. 2-Push your chair in. 3-Move to your group.. B UILDING T EAM U NITY Directions: Rules: Each team member must have a say. No decision can be reached unless everyone consents. No member consents to the teams decision if he or she has a serious objection. Choose a team name. Write your team name on the table tent. Decide how you will share your team name with the rest of the group. Organizing and Facilitating Small Groups C OMMON S PIRIT W HAT DO YOU KNOW ? Differentiation is based solely on student readiness. Choice is an important concept in differentiated instruction. It takes years to implement differentiated instruction. When you differentiate you plan quarterly. Assessment is on-going in the differentiated classroom. Differentiation is critical if we are to meet the needs of ALL learners. Differentiation Is a teachers response to learners needs Guided by general principles of differentiation Respectful tasksFlexible groupingContinual assessment Teachers can differentiate through ContentProcessProduct According to students ReadinessInterestLearning Profile Through a variety of instructional strategies such as: RAFTS Graphic OrganizersScaffolding ReadingCubingTic-Tac-ToeLearning Contracts.Tiering Learning/Interest Centers Independent StudiesIntelligence Preferences..Orbitals..Complex Instruction4MATWebQuests & Web InquiryETC. D IFFERENTIATING C ONTENT Multiple texts/print resources, readability levels Text on tape Spelling/vocab lists at readiness levels Differentiating by learning profile Compacting curriculum Learning Contracts Use/non-use of manipulatives Learning Centers Skill-based small groups Questioning D IFFERENTIATING BY P ROCESS Student choice Tiered lessons Cubing Learning Stations Grouping by readiness ThinkDots Learning Contracts Anchor Activities Varied Journal prompting Personal agendas (task lists for whole class, individual work) Varying time on task D IFFERENTIATING BY P RODUCT Vary homework Independent Study Student choice of product Contracts Differentiation Is a teachers response to learners needs Guided by general principles of differentiation Respectful tasksFlexible groupingContinual assessment Teachers can differentiate through ContentProcessProduct According to students ReadinessInterestLearning Profile Through a variety of instructional strategies such as: RAFTS Graphic OrganizersScaffolding ReadingCubingTic-Tac-ToeLearning Contracts.Tiering Learning/Interest Centers Independent StudiesIntelligence Preferences..Orbitals..Complex Instruction4MATWebQuests & Web InquiryETC. R ESPECTFUL T ASKS Readiness level matches level of cognitive complexity Expect all students to grow Appropriate levels of difficulty All tasks are interesting, important, and engaging for all students Lets see it! Differentiation Is a teachers response to learners needs Guided by general principles of differentiation Respectful tasksFlexible groupingContinual assessment Teachers can differentiate through ContentProcessProduct According to students ReadinessInterestLearning Profile Through a variety of instructional strategies such as: RAFTS Graphic OrganizersScaffolding ReadingCubingTic-Tac-ToeLearning Contracts.Tiering Learning/Interest Centers Independent StudiesIntelligence Preferences..Orbitals..Complex Instruction4MATWebQuests & Web InquiryETC. A SSESSMENT AND F LEXIBLE GROUPING Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Feedback and Goal Setting Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning ConferenceExit Card Peer evaluationPortfolio Check 3-minute pauseQuiz ObservationJournal Entry TalkaroundSelf-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review O N - GOING A SSESSMENT : A D IAGNOSTIC C ONTINUUM F ORMATIVE A SSESSMENTS G ROUPING O PTIONS Flexible Grouping Cooperative Learning Ability Grouping G ROUPING O PTIONS Flexible Grouping Ability Grouping Cooperative Learning T YPES OF G ROUPING Flexible Grouping 1. Readiness 2. Interests 3. Learning profile 4. Needs Determined by teacher Students grouped and regrouped Fluid membership Source: T YPES OF G ROUPING Ability Grouping Determined by scores on tests Students grouped based on instructional needs Rigid membership Similar activities done by students Occurs daily Source: T YPES OF G ROUPING Cooperative Learning Determined by teacher or student choice Based on student readiness, learning profile Purposely mixed by needs, strengths Occurs when task warrants Work on same task, one part of task Source: C OOPERATIVE G ROUPS Keep groups no larger than 5. If you group in pairs a 6 percentile gain If groups have 3 4 then there is a 9 percentile gain Groups larger than 5 a negative 1 percentile gain. Marzano, 2001 C OOPERATIVE G ROUPS If grouped by ability there is a negative 23 percentile points. ( Marzano, 2001 ) RestroomsDifferentiate your Break T HINK -P AIR -(I NK )-S HARE C OOP G ROUPS Select one section of the placemat. Think and record your answer on your selected section on the placemat. Share out your response to the question. N ON -N EGOTIABLES OF DI FROM C AROL A NN T OMLINSON 1. Teacher-kid connections 2. An environment that is a catalyst for learning 3. A sense of community in the classroom 4. Curriculum focused on student understanding for all students 5. Persistent assessment to inform teaching & learning 6. Respectful tasks for each student 7. Shared responsibility for the classroom 8. Flexible grouping 9. Attention to student readiness, interest, and learning profile. 10. Modification of content, process, product, affect and learning environment to address student learning 11. Teaching up 12. Routines that support flexibility C ONNECTING B EST P RACTICES W HAT DO YOU L EARN ? Differentiation is based solely on student readiness. Choice is an important concept in differentiated instruction. It takes years to implement differentiated instruction. When you differentiate you plan quarterly. Assessment is on-going in the differentiated classroom. Differentiation is critical if we are to meet the needs of ALL learners. D IFFERENTIATION & C O - P LANNING Principles: respectful tasks, flexible grouping, ongoing assessment and judgment. Differentiation of content, process, product using students readiness, interests, and learning profiles.