L EADERSHIP P ILLAR Sit at the table marked with your Instructional Guide Grade Level assignment.
Transcript of L EADERSHIP P ILLAR Sit at the table marked with your Instructional Guide Grade Level assignment.
LEADERSHIP PILLAR
Sit at the table marked with your Instructional Guide Grade Level assignment
Differentiation In Practice
Bernard RahmingCynthia Cuellar Rodriguez
February Academic Coach-Math TrainingFebruary 15, 2013
Learning Intentions: We are developing and deepening our
understanding of an instructional strategy for improved student learning.
Success Criteria: We know we are successful when we can actively
plan for and integrate the differentiation strategy of open questions into our instructional practice.
PROFESSIONAL PRACTICE: DUE FEBRUARY
o Model your lessono Reflect on the lesson with the teacher using
the Debriefing of a Mathematics Lessono pre-select areas or questions to reflect on
o Share your reflection via email with other ACMs on your Instructional Guide Grade Level team
o Bring a copy of your completed lesson plan and debriefing to use in discussions
PROFESSIONAL PRACTICE: DEBRIEFING
In your Grade Level Team:o Discuss challenges experienced in teaching
the lessono Highlight any revisions to the lesson that
you made or would like to make, with justification
o Give a brief summary of the debriefing process that occurred with the teacher
o Address any insights
Differentiation
Is a teacher’s response to learner’s needs
guided by general principles of differentiation
Respectful Work
ProductContent
Readiness Interest Learning Profile
Focus on Essentials Student Differences
Teacher Modification
Collaborate in Learning
Work Together Flexibly
Assessment & Instruction
Balances Group & Individual Norms
Process
According to students’
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PRINCIPLES OF DIFFERENTIATION
1. The teacher focuses on the essentials2. The teacher attends to student differences3. Assessment and instruction are inseparable4. The teacher modifies content, process and
product5. All students participate in respectful work6. The teacher and student collaborate in
learning7. The teacher balances group and individual
norms8. The teacher and students work together
flexibly
3 KEY ELEMENTS TO DIFFERENTIATION
Big Ideas Choice Pre-Assessment
THE ULTIMATE GOAL OF DIFFERENTIATION…
Meet the needs of the varied students in a classroom instruction.
Making the goal manageable Open Questions Parallel task
Open Questions Creating a single question or task that is inclusive
not only in allowing for different students to approach it by using different processes or strategies but also for different students at different stages of mathematical development to benefit and grow from attention to the task
Appropriate zone of proximal development for the entire class
OPEN QUESTIONS Allows for differentiation of response based
on each student’s understanding.
Open question: Encourage classroom discussions Encourage all students to be part of
conversations Help student to see mathematics as multifaceted
Strategies for Creating Open Questions (pg 7-8) Turning around a question Asking for similarities and differences Replacing a number with a blank Asking a number sentence Changing the question
SORTING OPEN QUESTIONSFive Strategies for Creating Open Questions
SORTING STRATEGIES
Distribute the half sheet of samples of open questions
Each person reads a card to the group and states which open question strategy it is and why
Record your answers on the recording template
The next person to their left continues the process
As you reflect on these samples of open questions, what are some ideas that you will embed in your work?
LET’S GIVE OPEN QUESTIONS A TRY
Creating a differentiated lesson using the Open Question strategy
DIFFERENTIATING USING OUR TEXTBOOKS
Text Question:Suppose that 4 students were delivering 176 newspapers and decided to share the task fairly. How many papers would each deliver?
Open Question:Choose a number of newspapers
to be delivered and a number of students to deliver them. The job should be shared fairly. How many papers should each student deliver?
DIFFERENTIATING USING OUR TEXTBOOKS
Text Question: Solve each equation. Use models if necessary. 5d = 30 4c = 16 36 = 6e
Open Question:If t =7 then 3t = 21.Choose values for t. Create a three true equations. Have your partner solve your equations.
CREATE OPEN QUESTIONS
Using the textbook provided for your grade level, pick an upcoming lesson.
Decide how to differentiate the lesson using open questions. Create two or three open questions Use a different open question strategy each time
Begin to complete a lesson planning template Be sure to identify the Big Idea the open
question develops.
Learning Intentions: We are developing and deepening our
understanding of an instructional strategy for improved student learning.
Success Criteria: We know we are successful when we can actively
plan for and integrate the differentiation strategy of open questions into our instructional practice.
FEEDBACK QUESTION
As you reflect on being a leader around Teaching and Learning, how will you use the information presented, as you work with teachers in your building?
Milwaukee Public SchoolsDifferentiation Made Manageable
MPS Board of School Directors
Dr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large
Senior Team
Dr. Gregory Thornton, Superintendent
Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Interim Chief Academic OfficerDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Director, School AdministrationDenise Callaway, Communications & PartnershipsPatricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent