1
Level III
Level III is the expected level of performance.
The teacher consistently challenges and supports each student’s
learning by providing appropriate content and developing
skills which address individual learning differences.
Teacher Performance Standard 4
Performance Standard 4: Differentiated Instruction
The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning
differences.
Level IV
In addition to meeting the
requirements for Level III
Level III
Level III is the expected level of
performance.
The teacher continually
facilitates each student’s
opportunities to learn by
engaging him/her in critical
and creative thinking and
challenging activities tailored
to address individual learning
needs and interests.
(Teachers rated as Exemplary
continually seek ways to
serve
2 as role models or
teacher leaders.)
The teacher consistently
challenges and supports
each
student’s learning by
providing
appropriate content and
developing skills which
address
individual learning
differences.
Level II
The teacher
inconsistently
challenges students by
providing appropriate
content or by developing
skills which address
individual learning
differences.
Level I
The teacher does not
challenge
students by providing
appropriate content or by
developing skills which
address individual
learning differences.
1. Think about everything you know
about the topic.
2.Write for 1 minute.
3.Pass to the right.
4.Read what the new page says.
5.Put a check on Differentiated
one idea you think is
Instruction
important.
6.Add a term to the list.
7.Repeat.
8.At your table, discuss the 3 top
ideas.
3
Targets
• I can define Differentiated Instruction using
language from GaDOE Teacher Performance
Standards.
• I can identify classroom practices that
differentiate instruction for learning.
• I can develop a plan for sharing a common
understanding of DI at my school.
• (Set a personal learning goal. What do you hope
to take away from the session?)
5
What Is DI? What Is It Not?
Definition
Examples
7
Characteristics
Differentiated
Instruction
Non-examples
GaDOE Resources Provide a
Framework for Common Understanding
8
www.cpresa.org
www.cpresa.org
TKES Support
TASK: Work with a partner.
Define Differentiated Instruction on Frayer:
1.
2.
3.
4.
5.
6.
7.
Read the Quick Guide (Characteristics, Examples)
Read the Fact Sheet (Characteristics, Examples)
Read the Infographic (Non-examples)
Read pp. 5-7 Course Participant’s Guide (Examples)
Come to consensus on a definition
Include characteristics
Write at least 3 examples of DI – include an example
from your content/grade
8. Write at least 3 non-examples of DI
DI and Related Teacher Performance Standards
Performance Standard 2: Instructional Planning
The teacher plans using state and local school district curricula and standards, effective
strategies, resources, and data to address the differentiated needs of all students.
Performance Standard 3: Instructional Strategies
The teacher promotes student learning by using research-based instructional strategies
relevant to the content to engage students in active learning and to facilitate the
students’ acquisition of key knowledge and skills.
Performance Standard 6: Assessment Uses
The teacher systematically gathers, analyzes, and uses relevant data to measure
student progress, to inform instructional content and delivery methods, and to provide
timely and constructive feedback to both students and parents.
Performance Standard 8: Academically Challenging Environment
The teacher creates a student-centered, academic environment in which teaching and
learning occur at high levels and students are self-directed learners.
10
12
TASK: Identify DI Teacher Planning & Practices
Responsive Teaching
1. Discuss the video clips.
2. Identify characteristics and examples of
differentiated instruction in both elementary & high.
Support your thinking.
3. What questions might an evaluator ask the
teacher(s)?
Assessment Use with DI is Formative
Traditional
Classroom
 Assessment is
most common
at the end of
learning to see
“who got it”
14
Differentiated
Classroom
 Assessment is
ongoing and
diagnostic to
understand how
to make
instruction more
responsive to
learner need
Exit slips * Admit slips * TOTD
Examples
 Elementary:
https://www.teachingchannel.org/videos/teacherassessment-strategy
 MS/HS:
https://www.teachingchannel.org/videos/studentdaily-assessment
 Ticket in the Door or My Favorite No:
https://www.teachingchannel.org/videos/class-warmup-routine
15
The bottom line . . .
“Good lessons start with a clear, curriculumbased objective and assessment, followed by
multiple cycles of instruction, guided practice,
checks for understanding (the soul of a good
lesson), and ongoing adjustments to
instruction.”
Mike Schmoker
18
19
Differentiated Instruction Defined
Examples
20
Non-Examples
Understanding Evaluation of Std. 4
Observations: When Will DI
be Evaluated?
21
How Are Student
Perception Data Used?
How Can We Support Teachers?
First Steps for Differentiating at the High School Level
(Kristina Doubet, ASCD)
http://www.differentiationcentral.com/videos2.html#se
cond
Helping Primary Students Become Responsible, Selfreliant Learners (Monica Harrold, ASCD)
http://www.differentiationcentral.com/videos2.html#el
ementary
Teaching Channel: https://www.teachingchannel.org/
Coastal Plains RESA TKES Support: www.cpresa.org
22
Where Am I Going?
Where Am I Now?
How Can I Close the Gap?
• I can define Differentiated Instruction using
language from GaDOE Teacher Performance
Standards.
• I can identify classroom practices that
differentiate instruction for learning.
• I can develop a plan for sharing a common
understanding of DI at my school.
• I met/did not meet my personal learning target.
To follow up, I need to . . .
23
Handout: Agenda
Summarize at Your Table
1.
2.
3.
4.
5.
24
Revisit your circle map and Frayer Model. Cross
out any misconceptions.
What big ideas do you want teachers at your
school to know?
Write a step you will take to strengthen your
current practice or a current practice at your
school.
Set a date/time to work on Goal 3 of the
Agenda: Develop a plan for sharing a common
understanding at your school.
Revisit your personal learning goal. Was it met?
Resources at www.cpresa.org
Research Base
 Tomlinson and Moon, Assessment and Student Success in a




26
Differentiated Classroom, ASCD, 2013.
Tomlinson, The Differentiated Classroom: Responding to the Needs
of all Learners, ASCD, 1999.
GaDOE, Quick Guide Standard 4
GaDOE, Fact Sheet Standard 4
GaDOE, Differentiated Instruction:
A Teacher’s and School Leader’s Guide
for Improvement (Participant’s Guide)