http://es-learningsupport.ism-online.org/files/2010/08/differentiation.jpg

WELCOME

AGENDA

I. Review• Differentiating the Learning Environment through a class meeting

II. Learn about how to differentiate the content by learning about differences between:• Tiering–Modeling a lesson that is tiered “Don’t Force Me!”

• Scaffolding• Compacting

III. Station work time

• This lesson may be scaffolded with further understanding of differentiating the learning environment to plan for differentiating content.

IV. Anchor Activity: • Used QR codes in your lessons

Scaffold: Download a QR code appCompact: Make one of our own QR codes

Essential Question: “In what ways can I re-teach skills or ideas for struggling learners and/or extend the thinking of advanced learners to allow for all students to master the same objective while keeping them engaged and appropriately challenged?”

Lets Review about the Learning Environment

What are some ways to

differentiate CONTENT

by readiness, learning profile,

or interest?

TIERED INSTRUCTIONA PLANNING STRATEGY FOR MIXED ABILITY CLASSROOMS

“A Different Spin on an Old Idea.”

SOURCE: based on work by Carol Ann Tomlinson

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What words, phrases, or

images come to mind when you hear the

termtiered

instruction?

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• Assignments• Activities• Centers & stations• Learning contracts• Assessments• Materials• Experiments• Writing prompts• Homework

WHAT CAN BE TIERED?

WHAT IS TIERED INSTRUCTION?

Teachers use tiered activities so that all students focus onessential understandings and skills but at different levels of complexity, abstractness, and open-endedness.

By keeping the focus of theactivity the same, butproviding routes of access atvarying degrees of difficulty,the teacher maximizes thelikelihood that:

1) each student comes away with pivotal skills & understandings2) each student is appropriately challenged

CREATING MULTIPLE PATHS FOR LEARNING

Key Conceptor

Understanding

StrugglingWith TheConcept

Some Understanding

UnderstandThe

Concept

READINESS LEVELS Reaching Back Reaching Ahead

IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND,

OR BE ABLE TO DO?

THINK ABOUT YOUR STUDENTSPRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE

INITIATING ACTIVITIESUSE AS COMMON EXPERIENCE FOR WHOLE CLASS

GROUP 1TASK

GROUP 2 TASK

GROUP 4 TASK

GROUP 3TASK

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DEVELOPING RESPECTFUL ACTIVITIES

• Interesting

• Engaging

• Challenging

WHEN TIERING, ADJUST:

• Level of Complexity• Amount of Structure• Materials• Level of Dependence

• Time/Pace• Number of Steps• Form of Expression

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What are some ways you can tier a lesson?

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Let’s model a tiered lesson or two!

Don’t Force Me! &

Where the Wind Blows

COMPACTINGSCAFFOLDING

http://pdsupport.cmswiki.wikispaces.net/

STATIONS• STATION 1: Resource Station

In this station, you explore the wiki

• STATION 2: Learning more about Differentiating the Learning Environment This station is an example of scaffolding this lesson; station can be teacher led or online.

• STATION 3: Looking at Examples and Developing Lessons using scaffolding or compacting

• STATION 4: How to make QR codes This is an example of compacting this lesson; this station is for those that have mastered differentiating learning environment and content through scaffolding and compacting.

http://www.qrstuff.com/

Essential Question: “In what ways can I re-teach skills or ideas for struggling learners and/or extend the thinking of advanced learners to allow for all students to master the same objective while keeping them engaged and appropriately challenged?”

What did you learn today that was helpful to

promote change in your practice?

• Create a lesson plan using the Vance template: make instructional decisions to differentiate your content based on knowledge of students

• Bring an upcoming lesson for after Dec 3 to the next session

Friendly Reminders• Continue to gain knowledge of students and bring

info to next session

Remember, baby steps…