using differentiated instruction to implement connecticut standards (ccss):

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Using Differentiated Instruction to Implement

Connecticut Standards (CCSS):

Day 1

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Introductions and Greetings

• Names

• Places

• Roles

• A reason for attending today’s session

• A question they have about DI

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One Agenda:• Introductions• What is the philosophy that supports the differentiated

classroom?• How can we come to know our students in a short

period of time?• How do we know if we have rigorous curriculum?• How can I preassess my students?• Once I figure out the critical learning difference I will

address, how can I best use flexible small groups in my room?

• What are some sample strategies—related to choice and tiering—that I can use in my classroom to address critical student learning differences?

Assumptions About These Two Days

• The training will provide 3 opportunities to design differentiated lesson plans

• Teachers will need the full support of leadership/administrators to implement in the classroom

• Lead trainers will be available at each RESC and SERC

• There are multiple ways to introduce DI at each level, i.e., elementary, middle and high school and should be tied to the strategic plan

• Multiple examples will be provided, ELA/Literacy and Math CCSS, as well as connections to other content areas

Assumptions About These Two Days

• That you have come as a team to learn more about DI

• That you have varying levels of expertise about DI

• That you all have some familiarity with the term and its practice in the classroom

• That you have brought a curriculum unit with which you can reflect upon and practice with

• A rich list of resources accompanies this module, as well as an FAQ sheet

SRBI and Differentiated Instruction

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Tier 1 80-90%

Tier II 5-15%

All Students in School

Continuum of Support

Tier III1-5%

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You are here…

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What’s your current understanding? Select 1 of 3 prompts to help formalize your thinking…

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Sharing

Write a definition of differentiation that you believe clarifies its key intent, elements

and principles---in other words—a definition that could clarify

thinking in your school or district

1. Pick a column2. Write or think silently3. Be ready to share

Explain to a new teacher what

differentiation is in terms of what he/she

would be doing in the classroom—and why. The definition should help the new teacher develop an

image of differentiation in

action

Develop a metaphor, analogy or visual symbol that you think represents and clarifies what’s

important to understand about

differentiation

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Myths About Differentiated Instruction

• Individualized instruction a la special education

• Chaotic• Homogenous grouping all the time• Tailoring the same suit of clothes• Expecting more of advanced learners

and less of struggling learners• New• It’s formulaic; there are a finite

number of “correct” strategies that always work

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A proactive decision-making process that considers critical student learning differences and the curriculum. Differentiated instruction decisions are made by teachers and are based on: (1) formative assessment data, (2) research-based instructional strategies, and (3) a positive learning environment.

Differentiated Instruction Is…

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THE DI DECISION-MAKING PROCESSCONTENTINTRODUCTIONINITIAL INSTRUCTIONPREASSESSMENTDIAGNOSIS

MANAGEMENT OF FLEXIBLE, SMALL GROUPS

CHOICE or

ALTERNATIVES

Adjusting the Breadth

TIERING

Adjusting the Depth

What are the CRITICAL DIFFERENCES in my students?

How can I MODIFY one or more of the 10 curriculum components to address difference?

POST ASSESSMENT: Impact of DI

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THE DI DECISION-MAKING PROCESS

What are some possible CRITICAL DIFFERENCES in my students?

InterestsLearning stylesExpression stylesQuestionsReadiness to LearnCultureRaceGenderLanguageMotivation

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THE DECISION-MAKING PROCESS

How can I MODIFY one or more of the 10 curriculum components to address the ONE

targeted learning difference?

GRPG INTRO TCHG LRNG RES EXT TIME.

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Curriculum Components: Advance Organizer

Content

Assessment

Grouping

Introduction

Teaching Strategies

Learning Activities

Resources

Extensions

Time

Products

GRPG

INTRO

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LRNG

RES

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Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press.

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This SQUARES with my beliefs

Here’s what’s going AROUND

in my head

THREE POINTS I want to remember

TALK IN 2s & 3s

Judy Rex-Scottsdale AZ

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The Common Sense of Differentiation

• Crafting an environment that actively supports each student in the hard work of learning

• Having absolute clarity about the learning destination

• Persistently knowing where students are in relation to the destination all along the way

• Adjusting teaching and learning to make sure each student arrives at the destination (and, when possible, moves beyond it.

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A Few BIG Ideas to Think on….

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The Predictive Power of Mindset

FIXED

– Success comes from being smart

– Genetics, environment determine what we can do

– Some kids are smart—some are not

– Teachers cannot override student profiles

GROWTH

– Success comes from effort

– With hard work, most students can do most things

– Teachers can override student profiles

– A key role of the teacher is to set high goals, provide high support, ensure student focus—to find the thing that makes school work for a student

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People Can Change their MINDSET

QUESTIONIs a flexible mindset a precursor to

attending effectively to student differences?

ORIs it a goal for professional

development related to differentiation?

What are the implications of your answer?

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Minute PauseNote your•Connections•Insights•Questions•Misgivings

About this stage of the workshop. Work first alone—then with one or two colleagues

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MATCHING

One most critical student learning difference– Interest

– Learning Profile

– Readiness/Prior knowledge

– Motivation

– Gender

– Culture

– Language

The Curriculum– Content

– Process

– Product

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Students

“I remember Fred Morhart. He was my history teacher at West Potomac High School in Alexandria, Virginia. He let us revise papers until they were perfect. In doing that, he let us know that he would stick with us until we were perfect.” Brooks Preuher, urban planner, Alexandria, Virginia

“I remember Miss McDonald, my second grade teacher at Oyster River Elementary School in Durham, New Hampshire. I came out of that classroom with a sense of well-being that I never lost.” Shaula Levinson, homemaker, Portsmouth, New Hampshire

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On Knowing Students…

How do teachers learn to care deeply

about students?

How do students know when teachers

care?

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What Are EASY Ways to Connect With Students?

– LISTEN– Talk at the door– Complete interest

assessments and use the data

– Use small group instruction

– Seek and use student input

– Invite examples, analogies, experiences

– Use student-led discussions

– Share your own stories– Seek varied perspectives– Go to student events– Spend time in the café

during lunch or study halls

– Keep student data cards– Attend extra-curricular

activities– Build some of the

curriculum on student interests and culture

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BaoWhen he first began school, Bao stated that he was “scared to make friends” because his English-language skills were limited. He didn’t want to raise his hand and felt frustrated in class. Bao received English as a Second Language (ESL) services for fourth and fifth grade, which helped him to learn English faster and “feel the same as other kids.” In ESL classes, Bao felt that he “sort of” was able to show his true abilities. “I knew to read and write to show how smart I was. I learned English faster than the other kids and got them mostly all right so I sort of knew I was smart then.”

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MollyMolly is now unstoppable. Her history teacher noticed an on-off switch in her. “Molly turned into my best student. It didn’t start out that way.Molly herself knows what her teacher is talking about. McNair knew she was smart and didn’t think she had to prove it by getting good grades. Then one day she realized that colleges would need evidence of her abilities and it occurred to her that “intelligence is worth nothing unless you can work with it. A hard working person is going to go father than a smart person if the smart person doesn’t choose to work.”The As in honors classes rolled in after that…

Sadness in My Heart Vena Romero, 11 years old

Callahan, C.M. & McIntire, J. A. (1994). Identifying outstanding talent in American Indian and Alaskan Native students.Washington, D.C.: Office of Educational Research and Improvement.

My thoughts flow vigorouslyThrough my mind

As I see the tears fall endlesslyBecause we, the younger generation, are blind.

Blinded by the white world and what it brings,

We forget about our worldAnd all our sacred native things.

We have held our traditionFor so very long.

The elders are praying, wishing,That it will live on.

We’re forgetting about themAnd our future.

Slowly, we’re losing themAnd our culture

We can’t seeHow we’re hurting ourselves

By losing our identity,Our culture, tradition, heritage, and our ourselves.

We are not Native AmericansWithout our world.

We are just dark-skinned AmericansIn a white world.

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DaquannaDue in most part to her disability, Daquanna was an extremely shy and quiet child. When she talked, she almost whispered. Her teachers described her as highly sensitive, insightful, and caring and noted that Daquanna was always concerned about her own achievement level and frequently sought approval when she tried new things. Furthermore, she rarely took risks until she was familiar with all aspects of a learning experience. She worked best with constant individual support. She frequently asked, “Is this right?” and she constantly questioned herself and her skills. She typically avoided academics, but enjoyed the creative activities that were available in her school. She especially liked drawing, art, and music. The one class each week where she worked independently and was willing to take risks was art. Her artistic skill became especially apparent when she received a first-place ribbon in a district-wide competition for a sculpture of herself which included details that reflected her cultural heritage and ethnicity.

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Techniques to Learn About Differences Among Students

• Prior Knowledge

• Learning Styles

• Interests

• Expression Styles

• Language Proficiency

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21st Century Learning Profiles

• Prior knowledge in a content area

• Interests • Learning styles• Goals• Content area preferences• Other?

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Elementary MathSANDY

Number Sense

Identifies place value to 10,000’s

Reads whole

numbers through 4

digits

Writes whole

numbers through 4

digits

Orders and

compares whole

numbers thru 4 digits

Reads, writes

common fractions

Computation

Addition w/ 3 + digits

Subtraction w/ 3 + digits

Multiplication Division

Facts to 10 Fact families

Facts to 10 Fact families

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Elementary Math

Number Sense Computation ID

place value

to 10,000

Reads whole

numbers

through 4 digits

Orders and

compares whole numbers

thru 4 digits

Reads & writes commo

n fraction

s

Addition with 3 digits

Subtraction with 3

digits

Simon

Leticia

Gary

Sanchez

Jezebel

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Middle School LabERIN

Skill/Product Lab 1 Lab 2 Lab Lab 4

Use of Equip. 4 3 5 4

Observation 1 3 4 4

Record. Info 1 2 3 2

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Six Plus One Trait RubricNot Yet Emerging Developing Effective Strong

Ideas

Org.

Voice

Word Choice

Sent. Fluency

Conventions

Presentation

http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF

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Optional Learning Profile Components

•Interests•Learning Style Preferences•Goals•Other?

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Steven 3 4 5 6Music

CreativeWriting

Mathematics

Business/Mgnt

Sports

History

Social Action

Fine Arts

Science

Technology

Other

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WAYS TO LEARN I Like This

I Would Like…

Talking with Others

Reading

Watching/Viewing

Games

Computer

Reliving/Pretending

Making Things

Working Alone

Working with a Partner

Working in a Group

Choices

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SHOWING WHAT I’VE LEARNED

My 5 Choices I’d Like to Be Better At

Reports/Stories

Talking

Projects

Art Work

Diagrams/Charts

Displays

Helping Others

Media

Other

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EXIT or ENTRANCE Cardsused to gather information on student readiness levels,

interests, and/or learning profiles

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EXIT or ENTRANCE Cards

Identify three “ah-ha’s” from today’s lesson about plate tectonics

Pose two new questions you have about plate movement

Name one thing you will remember forever

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LAS Links for ELL Students

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MATCHING

One most critical student learning

difference– Interest

– Learning Profile

– Readiness/Prior knowledge

– Motivation

The Curriculum– Content

– Process• Intro

• Grouping

• Teaching Strategies

• Learning Activities

• Resources

Product

Movie TimeIn this high school class:

• What is this teacher’s mindset?

• To what extent does this teacher connect with her students? On what evidence do you base your conclusion?

• How might connecting with students contribute to achievement? What is the evidence for your conclusion?46

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What is RIGOROUS curriculum?

• Should curriculum be rigorous for all students?

• What might be some attributes of rigorous curriculum?

• How do we know that it is rigorous enough to feed every mind appropriately?

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Multiple Intelligence Assignment

• Meal/banquet picture

Verbal Intelligence

Visual Intelligence

Musical Intelligence

Kinesthetic Intelligence

Write a story about your planet

Make a chart that compares

your planet to Earth

Make up a song about your planet

Make up or adapt a

game about your planet (e.g., Saturn

ring-toss)

What is Rigorous Curriculum?

50http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=322592

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FACTS

CONCEPTS

PRINCIPLES

GENERALIZATIONS

THEORY

Activities, cognitive processes, tools, techniques,resources,and products

Discipline Based Knowledge

Representative topics

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KUDsKNOW

• Facts• Vocabulary

• Dates• Places• Names

Carol Tomlinson

UNDERSTAND• Concepts• Macro-Concepts• Principles• Content-Specific

laws• Statements of

Truth

DO• Discipline-

Specific Skills• Thinking Skills• Planning Skills• Collaboration

Skills

Sample ELA/Literacy CCSS

CCSS.2.R.L.2

• Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

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CCSS.7.R.L.9 Integration of Knowledge and Ideas: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history

CCSS.11-12.R.I.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Sample Math CCSS

CCSS.2.MD.10

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

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CCSS.7.SP.2Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

CCSS.9-12.S.ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

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KUDsKNOW UNDERSTAND DO

Movie Time:Planning the Knowledge Goals in a

Differentiated Classroom

• Describe the process Rick uses to determine the learning goals for his 7th grade unit on writer’s voice?

• What goals does he include? Are they important to the discipline? 7th grade students? Are they rigorous?

• How can we ensure that all teachers plan as effectively as Rick?

Unwrapping Standards vs Identifying KUDs

Unwrapping Standards

• Usually done by central office personnel/SDE

• Identifies “big ideas” essential questions, and concepts, by grade level

• May be accompanied by the development of common assessments

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Identifying KUDs• Completed by classroom teacher

(s) of a targeted unit

• The process may capitalize on the essential questions and large conceptual understandings completed by central office/SDE

• Takes a “finer-grain” approach to identifying what students should know, understand and be able to do at the completion of a unit

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Understanding KUDs

Strickland, C. A. (2009). Professional development for differentiating instruction. Alexandria: VA: ASCD.

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Understanding KUDs


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Understanding KUDs


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Understanding Understandings

Carol Tomlinson

It is probably an UNDERSTANDING

if it…

EXAMPLE Non-example

Represents subtle ideas that are not obvious at first glance

Scientists’ unique social and educational backgrounds and differences lead to their disagreement about the interpretation of evidence or the development of theories.

Scientists study the world around them.

Involves multiple layers or multiple meanings

Associative principle of addition.

2 +3 =3+2

Is an idea that is especially powerful in understanding the discipline and across topics in a discipline

A person’s perspective is shaped, in part, by her experiences.

The Hundred Years’ War lasted from 1337 to 1493.

62Carol Tomlinson

It is probably an UNDERSTANDING if

it…

EXAMPLE Non-example

Can be understood on a continuum; something that kindergartners through graduate students could study, albeit at different levels of sophistication

Parts of a system are interrelated.

The sun is the centre of the solar system.

Can be stated as “I want students to understand that…” rather than “I want students to understand…”

I want students to understand that voice is the writer revealed.

I want students to understand writer’s voice.

Is a pithy statement that reveals a truth about the study or the practice of a discipline

Culture shapes people and people shape culture.

There are many cultures in the world.

Understanding Understandings

CRAYFISH• Know:

– Parts of a crayfish: thorax, abdomen, cheliped, tail fan, swimmerets

• Understand:– Crayfish have needs that must be

met in order for them to survive.– Each crayfish part has a job to

do that helps the whole organism survive.

• Do:– Identify and describe the parts of a

crayfish– Explain the role of each part in

meeting the organism’s needs• Work independently• Work collaboratively• Draw conclusions

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Crayfish

ROLE AUDIENCE FORMAT TOPIC

Cheliped Other crayfish body parts

Letter Why I am Important

Riverbank Crayfish Appeal Why you should move to the

riverbank

Architect Crayfish

Other crayfish Blueprint The perfect crayfish habitat

Adult Crayfish Younger, injured or molting crayfish

Speech Crayfish safety

Crayfish Humans Venn diagram Compare and contrast

CRAYFISH

Fractions, Grade 5• Know:

– Sums, differences, estimate• Understand:

– That fractions are part of a whole

– That our previous understanding about multiplication and division can help us understand how to multiply and divide fractions

• Do:– Use strategies (e.g., equivalent

fractions) to add and subtract fractions

– Explain why the procedures for multiplying and dividing fractions make sense

Grade 5 CCSS Number and Operations-Fractions: Solve real world problems involving multiplication of fractions and mixed numbers

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Fractions

ROLE AUDIENCE FORMAT TOPIC

Baker Bride and

Groom

Recipe Everyone Loves Cake at a Party

Carpenter Home Depot

Order Form Not Every Piece of Wood Will Be a Whole

Kids Pizza Hut

Conversation Let’s Have a Pizza Party for Thirty (30)

Teacher Bus Driver

Driving Directions

Shortest Route to the Zoo

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Grade 1President’s Day

Grade 1, Standard 1: Significant events and themes in U.S. History; GLE: Explain the significance of historical figures and/or history-related holidays

EXAMPLE 1To celebrate President’s Day, Grade 1 teacher, Emily Rosen, planned a special day for her students. She showed students pictures of George Washington and President Lincoln. Then, she had her students paste lengths of black yarn onto a picture of Lincoln to show his beard. They put elastics around their pictures to make masks and wore them in a parade around the school to celebrate this special day.

EXAMPLE 2To celebrate President’s Day, Janet Henry decided to link the holiday to a discussion about leaders. She collected some picture books about presidents, coins of all types, and paper currency in small denominations.She began by giving each child a penny, and asked her students to tell her about the face on the coin. Then, she asked them a series of questions: Whose face is on the coin? Do other coins have different people on them? What might you have to do to get your face on a coin?Some students wanted to find out more about famous American presidents. She had a separate conversation with these students about Lincoln and birthday celebrations. She made a mental note to watch the kiddos who wanted to learn more for other opportunities to facilitate their learning in this area.

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Grade 6 Social StudiesUnderstands the biological and cultural processes that shaped early human communities

EXAMPLE 2In this interdisciplinary sixth grade social studies unit,

students explored the principle: All cultures share common elements that shape people’s lives: social organization, customs and traditions, art and literature, religion, economic systems and forms of government. Teachers targeted three world cultures from approximately the same time period to illustrate the diversity of highly evolved early civilizations: Greek, Incan and Mayan. For each culture, teachers gathered together maps, including political maps, maps of resources and geography; pictures of art work and technology; and literary selections. Students were asked to work on a culture of their choice. Their task was to infer the culture of each group and propose a theory about why the culture evolved the way it did. They could present their theory in a dramatization, audio or video tape or in text.

Extension: Invite students to compare high school textbooks to identify the major elements of culture. Seek their thinking about why cultural elements vary from source to source.

EXAMPLE 1The sixth grade middle school team worked collaboratively to teach an interdisciplinary unit about Greek culture. In social studies the learning goal was to increase student knowledge about Greek culture. In math, students learned about the current Greek money system and learned to covert Greek amounts to American and vice versa. In English, students learned some Greek vocabulary, made an acrostic poem using the Greek alphabet and learned to sing and speak the Greek national anthem. The unit culminated in a Greek dinner and festival that parents and community members attended students with resources about the selected cultures.

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Grade 8: Westward Expansion

EXAMPLE 1Mrs. Miller, a history teacher, realized that she

had a great deal of material to cover as she approached the 1830s and the Trail of Tears. Her middle school text was over 1100 pages long! To cover the event and sustain her pacing for the semester, she decided to provide a series of “Challenge Choices” to students once they finished reading about the Trail of Tears in their text. To dovetail with Language Arts, she asked students to write a poem about the experiences of the Cherokee. She invited them to use language that appealed to all the reader’s senses and include two metaphors and similes. Those wanting more challenge could write a series of three poems, each about a different aspect of the Trail of Tears. For students wanting maximum challenge, she invited them to make a poetry journal, containing 3-5 poems about the Trail of Tears, as well as collect other poems about the native American experience during westward expansion.

Students will examine federal and state Indian policies and the removal and resettlement of the Cherokee Indians

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EXAMPLE 2Mrs. Bergin knew her 32 eighth grade students had diverse reading

levels. As she approached her unit on the Trail of Tears, she first decided on the important aspects of this critical time in U.S. History, then searched for primary source documents that would reveal to her students the controversial nature of this issue, as well as its many facets. She decided on three essential questions: What happened to the people (social impact); Who owned the land (political argument); What does being civilized mean? (cultural argument). She then set about locating primary source documents that would assist her students answer the questions and address their diverse reading needs.

For her struggling readers, she located the Petitions of the Women’s Councils, 1817 and 1818, a memoir by Z. H. Brandon, “White Intruders,” and an account of the march by a young guard (Question 1). For her on-grade level readers, she selected the “William Penn Essays” (Jeremiah Evarts), A Brief View of the National Limit,” (1829) and Andrew Jackson’s Second Annual Message to Congress, December 30, 1830 (Question 2). For her above-grade level readers, she selected E. Boudinot’s Editorials in the Cherokee Phoenix, 1929-1931 and Lewis Cass’s “Removal of the Indians,” an essay that appeared in the North American Review (Question 3).


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EXAMPLE 2, con’tEach group was asked to: (1) summarize their readings, (2) highlight

the different perspectives in the readings, and (3) speculate how this period in history might be rewritten to provide a more accurate accounting than what appears in their textbook.


.

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Stopping By Woods on a Snowy Evening by Robert Frost

Whose woods these are I think I know. His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year. He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake. The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.

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10th Grade American Lit

EXAMPLE 1Mr. Johnson spent a bit more than a week on Robert Frost’s poetry, including “Stopping By Woods on a Snowy Evening.” He wanted his students to appreciate the “down homeness” of Frost’s poetry. He had students read selected poems aloud to appreciate the sounds and cadence of each selection. With respect to “Stopping,” he asked students to write responses to the following questions:How do you interpret the speaker’s attraction to the woods?What do the last three lines suggest about everyone’s life? Why did Frost repeat the last line? What is the effect of the repetition?

CCSS: Reading Standards for Literature: Determine the meaning of words and phrases as they are used in the text, including connotative and figurative meanings; analyze the cumulative impact of specific words choices on meaning and toneCCSS: Reading Standards for Literature: Draw evidence from literary texts to support analysis and reflection

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10th Grade American Lit

Ms. Mody wanted her students to understand that poetry can evoke many viable interpretations from the skillful use of literary elements by the author. At the same time, she knew that her 10th graders were at very different levels with respect to abstract thought. For one group of learners, she provided a list of symbols (the owner of the land, the horse, the woods. promises, sleep), some possible interpretations for each, and asked them to interpret the poem from their point of view in a one-page essay. For a second group of learners, she provided the poem only. She asked them to identify the symbols, think about how they interact within the poem, and generate a reflective essay about its meaning to their lives. For the final group of learners, she provided them with a copy of the poem and carefully selected quotations by Frost reflecting on his art. She asked them to select one or two of Frost’s quotations and explain, in a short essay, how there can be so many irreconcilable interpretations of “Stopping,” the poem that Frost called his “best bid for remembrance.”

CCSS: Reading Standards for Literature: Determine the meaning of words and phrases as they are used in the text, including connotative and figurative meanings; analyze the cumulative impact of specific words choices on meaning and toneCCSS: Reading Standards for Literature: Draw evidence from literary texts to support analysis and reflection

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Selected Quotations“It should be the pleasure of a poem itself to tell how it can. The figure a poem makes. It begins in delight and ends in wisdom.” The Figure a Poem Makes, 1939

[Metaphor]: saying one thing and meaning another, saying one thing in terms of another, the pleasure of ulteriority*. Poetry is simply made of metaphor.” The Constant Symbol, 1946

“Like a piece of ice on a hot stove the poem must ride on its own melting.” The Figure a Poem Makes, 1939

*Ulteriority: Lying beyond what is evident or revealed)

Tic-Tac-Toe for a Novel: Basic

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Create a pair of collages that compares you and a character from the book. Compare and contrast physical and p0ersonality traits. Label your collage so that viewers understand your thinking

Write a bio-poem about yourself and another about a main character in the book so that your readers see how you and your character are alike and different. Be sure to include the most important traits in each poem.

Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your writing should help us understand you and your character

Draw/Paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why

Make a model or map of a key place in your life, as well as an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the character’s.

Make two timelines. The first should illustrate and describe at least 6-8 shifts in the setting of the book. The second should explain and illustrate how the mood changes to with the changes in setting.

Using books of proverbs and/or quotations, find at least 6-8 that you feel reflect what’s important about the book’s theme. Find at least 6t-8 that do the same for your life. Display them and explain your choices.

Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade Magazine as a guide. Be thorough in our interview.

Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener how you think the song express the book’s meaning.

Th

eme

Set

tin

gC

har

acte

r

Directions: Select and complete one activity from each horizontal row to help you think about your novel. Remember to make your work original, thoughtful, accurate and detailed.

Tomlinson, 2011

Tic-Tac-Toe for a Novel: Advanced

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Write a bio-poem about yourself and another about a main character in the book so that your readers see how you and the main character are alike and different. Be sure to include the most important traits in each poem.

A character in the book is being written up in the newspaper 20 years after the novel ends. Write the piece. Where has life taken him/her? Why? Now, do the same for yourself 20 years from now. Make sure both pieces are interesting feature articles.

You’re a “profiler.” Write and illustrate a full and useful profile of a character from the book with emphasis on personality traits and mode of operating.. While you are at it, profile yourself, too.

Research a town/place you believe is equivalent to the one in which the novel is set. Use maps, sketches, population and other demograrphic data to help you make comparisons and contrasts.

Make a model or map of a key place in your life, as well as an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the character’s.

The time and place in which people find themselves and when events happen shape those people and events in important ways. Find a way to rove convincingly that idea using this book.

Find out about famous people in history or current events whose experience or lives reflect the essential themes of this novel. Show us what you learned.

Create a multi-media presentation that fully explores a key theme from the novel. Use at least three media (e.g., painting, music, poetry, photography, drama, sculpture, calligraphy,) in your exploration.

Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener how you think the song express the book’s meaning.T

hem

eS

etti

ng

Ch

arac

ter

Directions: Select and complete one activity from each horizontal row to help you think about your novel. Remember to make your work original, thoughtful, insightful and elegant

Tomlinson, 2011

Establishing Curriculum Priorities

Figure 4.1. Framework for Establishing Curricular Priorities

FACTS

CONCEPTS

PRINCIPLES

GENERALIZATIONS

THEORY

SKILLS

Wiggins, G. & McTighe, J. (1999.) Understanding by design. Alexandria: VA: ASCD

Defensible Differentiation…

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Always Teaches Up•Has clear KUDs•Requires careful thought•Focuses on understandings•Authentic•Is respectful at or above “meets expectations”•Criteria at or above “meets expectations”•Requires all students to use higher order thinking skills

NEVER waters down

Think About A Curriculum Unit…

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How engaged are students with it?

To what degree does understanding suffer from coverage?

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DAY 1: The Common Sense of Differentiation





Directions: Complete the chart to show what you know about ???????????

Write as much as you can.

Description

Preasessment

A definition List 10 examples

Reason to use them Criteria to select an appropriate format

Studying Students

• Personally– Interests (current and

potential)

– Expression style preferences

– Product style preferences

– Passions

– Self awareness

• Academically– Readiness

– Prior Knowledge

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Why ASSESS?

84

OF INSTRUCTION

FOR INSTRUCTION

AS INSTRUCTION

SUMMATIVE PREASSESMENT FORMATIVE

Reflect With A Colleague…

85

1. In what ways are these forms of assessment being used in your district?

2. To what extent is each being used effectively?

3. What implications do your reflections have for your move toward differentiated classrooms?

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TRADITIONAL & REVISED INSTRUCTIONAL ASSESSMENT

MODEL

PRETEST TEACH TEACH TEACH POSTTESTASSIGN GRADES

PRETESTANALYZE

DATADI TEACH

MONITORADJUST

TEACH POSTTEST

Ainsworth, L & Viegt, D. (2006). Common formative assessments: How to connect standards-based instruction and assessments. Alexandria, VA: ASCD.

87

Pre-Assessments:• Sample the key content in the unit• Mirror the post assessment• Contain a low baseline• Align with CCSS• Are closely tied to the content

learning objectives• Can be efficiently scored• Support decision making• Inform students of the purpose

88

Formative or Common Assessments:

• Are closely tied to the content students are learning

• Can be spontaneous or planned• May be formal or informal• Can cause critical teacher

insights into student learning and/or misconceptions

• Require careful observation and reflection

• Support decision making regarding instruction

Formative Assessment

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcome.

In other words, there is no such thing as a “formative test” or “a formative assessment.” A test may be used formally

89


A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students.

The students must be actively involved in the systematic process intended to improve their learning.

90


The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.

Source: Attributes of Effective Formative Assessment, Council of Chief State Schools Officers (CCSSO) Formative Assessment for Students and Teachers (FAST) Collaborative

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Post Assessments:• Are like a rear view mirror of

the pre-assessment• Contain a high ceiling• Assess content, skills, and

strategies• Focus on application of

knowledge to novel situations• Couple with trait rubrics• Include opportunities for

personal reflections• Can be used to calculate gain

scores

Assessment in the Differentiated Classroom

• What assessments does Rick do in his differentiated classroom?

• What is the role of assessment in the differentiated classroom?

• How might our instruction look different if every teacher used preassessment data prior to beginning instruction?

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1. Developmental Reading Assessments (DRAs)2. State assessments3. Observations4. Learning profiles5. KWL6. Journals 7. Freyer model/diagram8. Lists9. Products10. Performance Assessment11. Concept map12. Entrance/Exit cards

10+ Easy-to-Use Formats

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Focus Questions

• Is this technique viable across content areas?

• Is it viable K-16?• What kind of

knowledge does it assess?

• What are the benefits and drawbacks?

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CT DRA2 Performance LevelsSubstantially Deficient Proficient

(Student is able to read independently at a level considered proficient for the current

grade level placement).

Grade Placement

WINTER SPRING WINTER SPRING

K Level A or lower Level 2 Level 4

1 Level 6 or lower Level 10 or lower Level 12 Level 18Level 16 nonfiction Selection MUST be read prior to Level 18

2 Level 14 or lower Level 18Level 16 nonfiction Selection MUST be read prior to Level 18

Level 24 Level 28Nonfiction selection

3 Level 20 or lower Level 28 or lower Level 34 Level 38Nonfiction selection

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Student Graph

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Preassessment Tool: A Modified K-W-L

What the student ALREADY KNOWS

What the student NEEDS TO KNOW

What the student WANTS TO KNOW

K N W

-Prior Experiences-Knowledge-Skills-Accomplishments-Attitudes

-Self-rating of current proficiency with unit objectives

-Interests-Questions-Ideas for exploration or investigation

101

Preassessment Tool: Journals

Ask students to describe processes/ examples or provide reflections related

to a curriculum objective

Gives the teacher an opportunity for a one-to-one interchange with the student

Tell me what you know

about fractions

What is the purpose of a

hero in a story?

103

Preassessment Tool: Lists and Surveys

• Tell me all the words that come to mind when I say “oceanography;

• List the attributes of French Impressionistic paintings;

• Name several types of land masses;

• Give examples of foods that contain high fats and sugars.

105

Preassessment Tool: Four Squares

Ask students to describe/explain what they know about a topic

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Preassessment Tool: Four Squares

Directions: Complete the chart to show what you know about ???????????

Write as much as you can.

Description

Fractions

Description of Parts of a Fractions

Useful For Place to Them in the Real World

Tomlinson - 02

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Preassessment Tool: Products• Create a bar graph using data from

the sports section of the newspaper;• Make a landscape drawing with a

horizon;• Show me your latest science lab

report

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Preassessment Tool: Performances or Conferences

• Explain how you found this answer;

• Import a graphic for the newspaper;

• Create a mobius strip;• Use a graphing calculator

to determine an equation;• Develop a roll of black

and white film;• Read to me.

Telling Time: Grade 1

110

Work with a colleague to review the following samples of 1st grade work. Reflect on how the “critical difference” among these students

CCSS: Mathematics, Grade 1: The student will be able to tell and write time to the hour and half hour on an

analogue and digital clock.

119

Persuasive Writing Prompt: Grade 6*

Your local school board has decided to lengthen the school day by one hour. What is your opinion on the best way to use this additional hour? Write a letter to your principal expressing your opinion on the best way to use the additional hour and presenting reasons that will convince the principal to agree with you.

*CCSS Writing Standards, Grade 6: Write arguments to support claims with clear reasons and relevant evidence, see a-e for specific goals

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Response 1Dear Principal,

I think we should add a nother hour to our school because we could learn alittle more. It think its best to stay another hour with the hour

I could be doing actives. Completing work that we didn’t finsh.

I don’t get these!

Response 2I If you added

ahour our kids could get less homework because it is finished in calss. They could also be able to finish long tests. It could allow vactions to be longer and the school year would be shorter. The periods would be longer and teachers don’t have to make their lessons short.

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Response 3To the Principal of West Middle SchoolHi! I just heard that your giving us one more hour to the

school day. I think we should use it for an extra study hall, extra fun actives like gym or drill we should have a free time!

I think that we should have a extra study hall so after we had the last class we can do are homework study ask friends to help cause we have it in them m middle of the day and we don’t have an extra class so we can do any of are other homework eximates from are other classes! So more kids can do better in school and not fail. So instead of getting failures we gethigher grades.

Another idea is extra gym so kids can get stronger and healthier and kids can have fun at the same time whll thre exrising!And boys and girls can do basketball and do toher stuff to live, drill, step and dance and be with friends at the same time.

My last idea is free time of doing whatever we want.please chosse one of these ideas! Thanks you for your

consern.P.S. If you need any more help with anything else just tell me.

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Dear Principal,I have been told that you would like to extend the school day by

1 hour. I believe that this hour should be put to good use. I belive that we should use it as a study hall.

When you get into Middle School you get 3 times more homework than usual. This can be a problem, for some. After school, people, like myself, have sports, clubs, and other things that, to them, are more important than homework. If we are to lengthen the school day and use that hour as a study hall, students might be able to get their homework done and still be able to go to soccer practice.

As you know, many children learn differently. When a teacher is going through stuff in class, not everyone gets it. What happens when THAT child gets the homework? They don’t do it. If we were to have study hall. That child or children could get extra help from his/her teacher. They could ACE the tests and improve their self-esteem. This is because when you know you can do something, anything in the world seems possible to you…

So, as you can see, there are many ways that an extra hour could be used. I believe it could be used as a study hall so that children can have time to get it done, be able to go over it with teachers, and improve grades. I hope you have time to acknowledge my proposal.

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Six Trait RubricNot Yet Emerging Developing Effective Strong

Ideas

Org.

Voice

Word Choice

Sent. Fluency

Conventions

Presentation

http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF

124

Statistics and Probability, Grade 7

At a carnival booth, contestants pick a color on a large spinner. A prize is won if the arrow stops on the color they pick. The spinner is divided into 8 equal sections. Each section is colored green, yellow, red or blue.

Result No of Spins

Green 38

Yellow 58

Red 35

Blue 19

CCSS, Mathematics: Statistics and Probability, 7: Investigate chance processes and develop, use and evaluate probability models

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Response 1

126

Response 2

127

Response 3

128

Math Problem Solving Rubric

Distinguished Proficient Apprentice Novice

Understands the problem

Identifies special factors that

influences the approach before

starting

Understands the problem.

Understands enough to solve

part of the problem

Doesn’t understand enough to get

started

Uses information appropriately

Explains why certain info is

essential to the solution

Uses all appropriate info correctly

Uses some information

correctly

Uses inappropriate info

Applies appropriate procedures

Explains why procedures are

appropriate for the problem,

Applies appropriate procedures

Applies some appropriate procedures

Applies inappropriate procedures

Uses representations

Uses a clear, accurate and

creative representations

that exhibit precision

Representation is clear

Uses a representation that

gives some important

information about the problem

Representation gives little info

about the problem

Answers the problem

Current solution and made a general

rule about the solution or

extended the solution to a more

complicated problem

Correct solution Copying error, computational error, partial

answer, answer labeled incorrectly

No answer or wrong answer

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Concept Map

Word BankSun

Hot gasSpaceHeatNight

ConstellationDay

Star space

heat

hot gas

day

sun

nightconstellation

is in

see in

is a

has

makesmakes a

see at

-Used when teaching concepts and principles;-Graphic representation of students’ understandings;

-Uses a word bank, web, and links

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Exit/Entrance Cards“During our mini-lesson, we talked about how an author makes decisions about his/her characters’ behaviors, based upon the plot that he/she is trying to forward. During independent reading today, I asked you to concentrate on the connection between character (s) and plot. For your exit card, write 3-5 sentences describing what you saw the author do with the characters behaviors to forward the plot.”

132

Selecting a Preassessment Tool

• Nature of the content?• Nature of the feedback: Individual vs

small group vs. whole group• Time/Efficiency?

133

Making Sense of Preassessment Data• Think like a qualitative researcher:

What does all this mean?• Sort the data into 1 to 4 groups,

based on a common, powerful difference

• Identify the learning difference: interest, prior knowledge, etc.

• Decide how to address the difference through differentiated teaching/learning activities.

134

Attributes for Differentiation

PRIOR KNOWLEDGE

AREA OF INTEREST

PREFERRED LEARNING STYLE

conceptual applicationprecision

drawing sculptingpainting

small-group adult supportalone with visuals

135

No more random acts of differentiation!

136

“Teaching in the dark is a

questionable practice.”

Taba, H., & Elkins, D. (1966). Teaching strategies for the culturally disadvantaged. Chicago: Rand McNally.

Comments

137

Ideas

So Far…

138

Assignment

Administer your PREASSESSMENT and prepare a poster that displays your findings

139

Assignment

Administer your PREASSESSMENT and prepare a poster that displays your findings

Content Area:

Grade Level:

KUDs:

Preassessment Questions:

Data Display:

Your analysis:

140

TTT: Things Take Time

•One Subject Area at a Time

•One Unit at a Time

•One Lesson at a Time

•One Student at a Time

•One Strategy at a Time

The potential possibilities of any child are the most

intriguing and stimulating in all

creation.

-Ray L. Wilbur

The Differentiated Instruction Design Team:• Megan Alubicki, Consultant, SDELynmarie Thompson, Consultant

LEARN

• Shauna Brown, Assistant Principal, Middletown Public Schools

• Francine Carbone, Language Arts Curriculum Specialist, Bridgeport Public Schools

• Rosanne Daigneault, Leader in Residence, SDE

• Harriet Feldlaufer, Chief, Bureau of Teaching and Learning

• Dr. Tony Gasper, Assistant Superintendent, Ansonia Public Schools

• Marie Salazar Glowski, ELL/Bilingual Consultant, SDE

• Alice Henley, Assistant Executive Director, SERC

• Dr. William Howe, Consultant, SDE

• Lynmarie Thompson, Consultant LEARN

• Dr. Jeanne Vautour, Consultant, EASTCONN

• Iris White, Consultant, SDE

The following educators for their participation in the vetting sessions:Amy Radikas, Consultant, SDE

Barbara Senges, Assistant Superintendent, Middletown Public Schools

Casi Skahan, Teacher, Bridgeport Public Schools

Denise Carr, Teacher, Meriden Public Schools

Dr. Maureen Ruby, Adjunct Professor, Eastern CT State University

Harry Gagliardi, Executive Coach, CAS

Kim Goodison, Math Interventionist, Region 16

Kim Traverso, Consultant, SDE

Laurelle Texidor, Principal, Jennings School, New London

Maura Graham Vecellio, Teacher, Meriden Public Schools

Michelle Eckler, English Department Head, East Hartford

Michelle LeBrun Griffin, Consultant, SERC

Michelle Levy, Consultant, SDE

Nancy Boyles, Professor, Southern CT State University

Oona Mulligan, History Teacher, Newtown High School

Patricia Foley, Consultant, SDE

Peggy Neal, Education Specialist, CREC

Peter Madonia, Chair, Educational Leadership, Southern CT State University

Sharen Lom, Alternate Route to Certification

Suzanne Goodison, Adjunct Professor, Central CT State University

Suzi D’Anolfo, Adjunct Professor, University of Hartford

Tara Gleason, Teacher, Region 5

using differentiated instruction to implement connecticut standards (ccss):

Documents

differentiated classroom

critical differences

definition of differentiation

critical learning difference

image of differentiation

new teacher

positive learning environment

school continuum of