Presented by: Dr. Richard M. Cash 612-670-0278 [email protected] Visible Differentiation:...
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Transcript of Presented by: Dr. Richard M. Cash 612-670-0278 [email protected] Visible Differentiation:...
Presented by:
Dr. Richard M. Cash
612-670-0278
www.nrichconsulting.com
Visible Differentiation: Supporting Teachers Through
Observation Practices
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In respect of all attendees:Please turn CELL PHONES
OFF or to vibrate
R. C
ash,
Ed.
D.
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Fall 2013
Author, International Consultant andInnovation SpecialistBloomington Public SchoolsBloomington, MN
nRich Educational Consulting, Inc.www.nrichconsulting.com/handouts
R. C
ash,
Ed.
D.
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@RichardCash
Smile!
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#SDE2013
Session Goals
• Present an overview and specific examples of 3 critical dimensions of a differentiated classroom
• Provide ideas for developing a culture of differentiated instruction
All Rights Reserved, R. Cash, 2012
3 Dimensions of the
Differentiated Classroom
Resource
• Indicators of Differentiated Instruction: Teacher Observation form (Cash, 2013)
– C. Daneilson (2003)– D. Heacox (2009)– R. J. Marzano (2011)– C.A. Tomlinson (2004)
All Rights Reserved, R. Cash, 2012
Indicators of Differentiated Instruction: Teacher Observation
(Cash, 2013)
• Developmental Stage: Acquiring skills (0-2)
– Unconsciously Incompetent (UI) (Doesn’t know what s/he doesn’t know)
– Demonstrates little understanding/awareness
– Displays inefficient strategies
– Need direction, guidance and focused development
All Rights Reserved, R. Cash, 2012
Indicators of Differentiated Instruction: Teacher Observation
(Cash, 2013)
• Basic Stage: Applying learned skills (3-5)
– Consciously Incompetent (CI) (Knows what s/he doesn’t know)
– Demonstrates a general knowledge level and awareness
– Displays some appropriate strategies
– Need coaching, support and sustained development
All Rights Reserved, R. Cash, 2012
Indicators of Differentiated Instruction: Teacher Observation
(Cash, 2013)
• Proficient Stage: Automatically uses skills (6-7)
– Consciously Competent (CC) (Knows what s/he knows)
– Demonstrates a thorough knowledge and awareness
– Displays many appropriate strategies
– Need coaching, guidance and enhanced development
All Rights Reserved, R. Cash, 2012
Indicators of Differentiated Instruction: Teacher Observation
(Cash, 2013)
• Distinguished Stage: Refining and adapting new skills (8-10)
– Unconsciously Competent (UC) (May be unaware of competence: vulnerable to complacency)
– Consistently demonstrates a thorough knowledge and awareness
– Consistently displays effective and efficient strategies
– Need expert coaching and advanced development
All Rights Reserved, R. Cash, 2012
Planning and Preparation
Planning and Preparation
– Content:• Know
• Be able to do
• Understand
– Students:• Readiness
• Interests
• Learning profiles
– Assessment techniques• Pre
• Formative
• Summative
– Instructional effectiveness• Goal setting
• Pedagogy
• Resources
All Rights Reserved, R. Cash, 2012
Comprehensive knowledge of:
Planning and Preparation
• Lesson designs that reflect:– Clear goals and high standards for all– Awareness of prerequisite knowledge– Interdisciplinary connections– Student differences– Varied activities– Flexible grouping arrangements– Advanced levels of thinking/questioning– Multiple resources– Inclusion of technology– Fair, descriptive and meaningful assessment
Look for
All Rights Reserved, R. Cash, 2012
Classroom Environment
and Management
Classroom Environment and Management
• Student management
– Behavioral expectation– Movement needs– Content needs
• Environmental aspects
– Safe and welcoming– Respectful learning space
– Organization
• Personal/interpersonal needs
– Space– Ownership– Responsibility– Interactions
Comprehensive knowledge of:
All Rights Reserved, R. Cash, 2012
Classroom Environment and Management
• A classroom environment that promotes:– Flexible grouping– Efficient movement– Multiple levels of instruction– Use of technology– Intellectual challenge– Choices– Interactions/Collaboration– Respect and mutual rapport– Enthusiasm/Enjoyment– Organization
Look for
All Rights Reserved, R. Cash, 2012
Instructional Practices and
Assessment
Instructional Practices and Assessment
• Communication
– Clear goals– High expectations– Articulate instruction
• Process
– Readiness– Interests– Learning profiles
• Products
– Advanced thinking– Creativity– Authenticity
• Assessment
– Pre – Formative– Summative
Comprehensive knowledge of:
All Rights Reserved, R. Cash, 2012
Instructional Practices and Assessment
• Clearly stated goals and high standards
• Pre-assessments or on-going formative assessments
• Effective and engaging instructional practices
• Flexibility, ability to multi-task & “with-it-ness”
• Varied levels of complex tasks
• Relevant tasks that engage student interactions
• High level/open ended questioning
• Use of technology when appropriate
• Adaptation of instructional methods based on student progress
• On-going descriptive feedback to promote student success
Look for
All Rights Reserved, R. Cash, 2012
Developing a Culture of
Differentiated Instruction
Implementation ProcessPre-Assess All Staff Awareness of DI
Developmental(UI)
Introductory strategies
Basic(CI)
Planned strategies
based on need
Proficient(CC)
Coaching for greater
success
Distinguished(UC)
Expert coaching for complacency
All Rights Reserved, R. Cash, 2012
Sustained, monitored, adjusted and evaluated
Questions &
Discussion