Day Three
We believe…
All people can learn.
We know…
Students can learn more
than they are learning.
The reality is …
Learners learn what they
want to learn!
Day One and Two
Highlights
Share “AHAs”!
How have you
used the
information?
Leveled Activities
Addresses growth in each learner’s knowledge base
Based on pre-assessment data
p. 36 Notebook p. 30
Level III
High Degree of Mastery
• Knows the information to be introduced
 Ready to go deeper in the content and learn new
information about the topic
Level II
Approaching Mastery
• Has proper background to learn the new information.
 Ready for the grade level standards
Level I
Readiness or Beginning
• Has too many gaps to learn the new information
– Not ready for the grade level information
3
Adjusting an Assignment
GROUP A
The teacher
works with a
majority of
the class.
GROUP B
A small group
works with the
basics to fill in gaps.
GROUP C
A student works
with a contract
assignment.
4
Another Adjustable
Assignment View
Group A
Group B
• Each assignment fits the group’s needs
identified from assessment data.
• Teacher circulating gathering more data.
Another classroom view of
Adjustable Assignment
Teacher circulating Gather data.
Red
Group
Working on
an assignment
that is challenging.
Yellow
Group
Working on a
grade level assignment
Green
Group
Working on
a gap or a hole.
Meeting Individual Needs
Adjusting Assignments
A. The teacher conferences with a student.
Then circulates among all the learners.
GROUP B
Most of the class
works independently
on assignments
written on the board.
GROUP C
Two students
work with their
own agenda
folders.
7
Adjustable Assignment Grid
4 What do
they need
next ?
3
LEVEL III
Grade Level
Standard you
are teaching
1
2 Background
Knowledge
LEVEL II
6. Gap or Hole
5 What do
they know?
LEVEL I
8
Allows students:
• to work at appropriate pace
• to order work to their liking
• to develop independence
• to manage personal time
p153-156
• to work at their level of readiness
Nested Model
Fill in the boxes or circles of the Nested
Organizer with the information learned in the
Mac-A Lena Activity using the following
categories.
A. Activity in the center
C.
B
D
B. Standards
A.
C. Multiple Intelligences
D. Thinking Skills
Threaded Model
Standard or Skill ___________
Write an activity in each oval.
Subject
Subject
Subject
Subject
District Threaded Model
Kindergarten
Grade One
Grade Two
Grade Four
Grade Five
Grade Six
Grade Eight
Grade Nine
Grade Ten
Grade
Twelve
Grade Three
Grade Seven
Grade
Eleven
The Quality Learning Climate

Create a safe learning
environment.
 Motivate and challenge students.
 Display students’ work.
 Build RESPECT!
p.3
Learning Environment Jigsaw
1. Form a group of four.
2. Count off from1-8 for assignments.
3. Each team member reads and summarizes
the two assigned topics.
4. Everyone prepares a grid sheet for taking
notes.
5. Each participant reports their findings to the
group.
Learning Environment Jigsaw
1. Make
Rules Work.
p. 10-12
5. Build
Rapport.
p.16-18
2. Make
Body
Language
Speak.
p. 12-13
6. WOW
Your
Students.
p. 18-19
3. Make
Words
Work
p. 14-15
4. Establish
Open
Communication.
p. 15-16
7.Foster
Selfefficacy
p. 19-21
8. Motivate the
Unmotivated.
p.21-22
Other Factors to
Establish a Quality Climate
Notebook Page 24
•
•
•
•
•
•
Use Humor.
Honor Contributions.
Listen with Intent.
Celebrate Success!
Use Novelty.
Provide Choices.
p. 14
p. 16
p. 16
p. 18
P. 18
p. 20
Attitude is Altitude!
Show “Withitness!”
Love to teach and show passion!
“The way we do things
around here.”
p. 17
State of Flow
Csikszentmihalyi
When the
Mind is
Challenged
Not
Bored
Not
Frustrated
p. 128-130
p. 134-135
Sponge Activities
Use Time Wisely!
21
Mystery Word or Concepts
Assign one week
before the introduction!
Mystery Word ______
Project Assignments
1. Anchor Activities
6. Agendas
2. Cubes
7. Academic Contracts
3. Choice Boards
8. Learning Community
Studies
4. Graphic Organizers 9. Content Activities
5 Center/Stations/
Learning Zones
10. TIME
Introducing the Project
1.
2.
3.
4.
Sign up for the topic of your choice.
Meet your group!
Assign roles of captain, timer and recorder.
Read the information related to your topic in the
book and take notes independently.
5. Identify the most effective ways to use this
strategy in your classroom.
6. Go on a scavenger hunt to other
class members and gather their ideas for the
problems for using your strategy.Report findings.
Creating the Display
1. Decide on the design of the display.
2. Include
• What is it?
• What is its purpose?
• What are the most important uses?
• What are needed management tips ?
3. Assign tasks to each group member.
4. Create the display.
Preparation for Presentations
1. Decide what pieces do you need
to present?
2. How are you going to present the
information?
3. Who is presenting which parts?
4. Create a creative hook for an entrance and
exit.
5. Practice.
Project Presentation
Managing Flexible Groups
Tips to Manage
Total Groups…
T
Draw a Star Fish.
Place a tip in each point!
Working Independently
A
Working ALONE
Management
Tips
Draw a Stick Figure.
Place of five Tips
around him.
Working with a Partner
PARTNER
Management Tips
P
Draw a flower with
five Petals.
Put a TIP on each
petal.
Working With in
SMALL GROUP
Small Group
Management Tips
S
Draw five Steps.
Put a Tip on each step!
Differentiate
More
Students
Learn!
DAY FOUR
The Journey
Continues…
Further Developing your First Presentation
Identify your audience.
What will the audience be doing at each
part?
Prepare a catchy opening and closing.
Who will present which parts?
What materials do you need?
What equipment? Place to meet?
Do you need to set up an outsider
coming in to present with you?
Debriefing Day Three
• Stand up Name Tents.
• Highlights from Yesterday AM
/PM Sheet
• Share some plans for
Professional Development.
• Make Day Four AM/ PM Sheet.
• Explain Portfolio Folder.
Flexible Grouping
p. 100
T Total Group
A Alone
P Partner
S Small Group
Flexible Grouping Designs
1. Knowledge-Based
Groups
2. Interest Groups
3. Ability Groups
4. Multiage Groups
5. Random Groups
6. Peer Tutoring
Cooperative
Learning
Groups
p. 113
Reminders
and Tips
Triarchic Teaming Model
p. 57
_____ Analytical
_____ Creative
_____ Practical
Note: Add to model Grid.
The Unconscious Educator
1. Noises
2. Actions
3. Facial
Expressions
Become Conscious of your Actions!!!
Academic
Contracts
p.157-162
Giving a Student a
Choice with Teacher
Approval!
Vocabulary Cube
Choice Board
1. Make a word puzzle
using the word.
2. Contrast the word
with something else.
3. Create a design to
display the word.
4. Write a song or poem
with the word.
5. Write a story using
the word at least three
times
6. Write an ad for the
word.
Sample Choice Board
Make a
collage.
Create a
song.
Create a
Wild
list of
Card
cartoon.
Compare ___
with ____.
Construct a
model.
Develop
a role-play.
Make a
attributes.
Interview
people.
1.Name Purpose.
2. Brainstorm Possibilities
3.Choose Keepers.
Discard Losers.
KEEPERS
Valuable Use of Time
Teaches a Standard
Student Centered
Assessment Fits
Materials Accessible
p. 140
4. Count Keepers.
5. Decide on Grid.
6. Make a Sample.
Purposes of Choice Boards
•
•
•
•
•
•
•
•
•
•
Homework
After Reading or Problem Solving
Learn a Vocabulary Word
Inside a Station or Lab
Projects for a certain topic or book
Oral Report
Presentation or Demonstration
Independent Work
Technology Sample
Demonstrate a Skill
1.Name Purpose.
2. Brainstorm Possibilities
3.Choose Keepers. Discard
Losers. p. 141
4. Count Keepers.
Valuable Use of Time 5. Decide on the design.
Teaches a Standard
P.142
Student Centered
6. Make a Sample.
Assessment Fits
Materials Accessible
KEEPERS
From Quantity to Quality
• TIME
Amount of time
Worth the time
• MATERIALS and RESOURCES
• STUDENT FOCUSED
• ASSESSMENT
• TEACHES NEEDED STANDARDS
Sample Choice Board Ideas
Wheel
Pyramid
Scroll
CHOICES
1.
2.
3.
4.
5.
Star
Centers/Stations
Learning Zones
p. 148-152
• Structured
– Rules established
– Materials Available
– Instructions given for assignment
• Exploratory
– Rules established
– Materials Available
More on Assessment
• Pre-Assessment Tips
p. 173
• Assessment Tools
p. 181
• Prompts to use during selfassessment
p. 184-187
• Informal Assessment tools chart
p.190
Effective Questioning p. 205
Skinny
FAT
Questions
Questions
53
Survey Exploration
p. 217-218
1.Personal preference
Survey
2.Study Habits Survey
3.Unit Knowledge-Base
Survey
Make up sample questions for each!
54
Day Five
Managing Differentiated
Instruction
Let’s make a difference.
How do you reach the
individual needs
of learners?
Your Questions
• Appropriate level: Examples
• Three extensions for advanced students
•
•
•
•
•
Work with higher level thinking
Make a connection into their world.
Think of a way you use this information
Research deeper
Try this challenge: More complicated example.
Requests
•
•
•
•
•
More time to talk to the team.
What is the pre-test post test grid.
Discuss Blooms and higher level activities
The six point list for choice boards.
Why not use a video
More questions
• Why would you thread horizontally into other
subjects? Our examples threaded it
horizontally .
• Example of the Nested
• How to balance DI when we are made to
teach reading 90 minutes
Differentiation
Implementation Quiz
1. Read each item on the quiz.
2. Answer with
Y YES, I do this!
N
Need, I need to improve!
3. Place the ones that you answered “NO”
on the inside of your name tent.
60
Personal Daily
Log Reflections
Day 5
AM
Day 5
PM
61
The Unconscious Educator
1. Noises
2. Actions
3. Facial
Expressions
Become Conscious of your Actions!!!
62
Analyze
Your
Lesson
Plans
Label the Intelligence Targets
V/L Verbal/ Linguistic
M/R Musical/Rhythmic
L/M Logical/Mathematical
V/S Visual/Spatial
B/K Bodily/Kinesthetic
TALLY
Label T.A.P.S.
T Total group
A Alone
P Partners
S Small Groups
Find a
Partne
r
and
SHARE!
Check the checklist!
p. 241-242
p. 3
Project Model to Explore!
Project Model
1. Management Tips
2. Things to remember!
3. Additions to the Plan
4. A Choice Board
Activity
p. 49
Notebook
p.37
Five Star Management
Tips for the Project-Based Model
1. Use the grade level standards and content to
create the project topic list.
2. Provide a project packet when you assign
the project.
3. Place emphasis on the process instead of the
product.
4. Make sure the project is age appropriate and
is student-focused.
5. Establish a Project Partner to share parts due
on the Timeline Assignments.
Active
Processing
through
Project
Product
Planning
Produced
Age-Appropriateness
Will the students be able to process the
information? Is it student –focused?
Content
How will the project will be used to
extend the learning in a particular content
area?
Project Choice Board
1. Create a timeline
for a project.
3. Create a choice
board of project
choices for a certain
topic.
2. Create an
assessment tool
for the
presentation.
4. Create a
project contract.
More Differentiated Models
Activity Analysis p. 60-63
• What, who, when, where, how p. 61
• Five Tips p.62
• Examples p. 63
Student-Directed Model
Teacher-Directed Model
p.64
p. 67
Another Planning Models
Activity
Analysis
Model
What?
Who?
When?
Where?
How?
More Models to View
Planning a Lesson: A View
1. Pre-assess the information being taught.
2. Gather and interpret the assessment data.
3. Purpose of the lesson and the hook.
4. “Lecturette”
5. Guided practice.
6. Assess during revamp and adjust according
to need.
7. Student focused activities
8. Reflections and Evaluations
Lesson Parts
1.
2.
3.
4.
Teacher Directed: Pre-assess
Teacher Directed: Lecturette
Teacher Directed: Guided Practice
Student Directed: Independent Practice
a. Groups and their tasks based on
pre-assessment.
b. Grouping by knowledge base
and experience.
5. Evaluate
Developing your Third
Presentation
Identify your audience.
Develop the plan.
What will the audience be doing at each
part?
Prepare a catchy opening and closing.
Who will present which parts?
What materials do you need?
What equipment? Place to meet?
Do you need to set up an outsider coming in
to present with you?
Trainer Tips
p. 66 – 70
Notebook
80
Find your
Phase of DI
Implementation.
81
Portfolio Conference Preparation
1. Take 15 minutes to explore portfolio
entries, notes, text and journals to select
important personal learning components
of the course.
2. Tab them with sticky notes.
3. Meet with your energizing partner for
the conference.
82
Complete Response Conference Sheet
A. AM/PM Sheets
__ __1 __ ___2 __ ___3 __ __4 __ __ 5
B. p. 3 in book Biggest Need that I have now moved
to Yes. Shared ____
_______
C. Climate Grid ___ ____
D. Model Grid ___ ___ Shared ____________
E. Sample Adjustable assignment
F. Assignment ___
Chart ___
G. Choice Board ___ ___
Cube ___ ___
Table
Theme
Songs for this
Training.
You are
GREAT
and
Getting
GREATER!
85
86
Managing Journals
Pages 219-223
1.
2.
3.
4.
5.
6.
AHA Boxes
Signs and Stars
Draw it!
Use a Likert Scale
Color it! Why?
Theme Song
Why?
87
Models of
Differentiated Instruction
1. Adjustable Assignment Model
(Tiered Assignment)
2.
3.
4.
5.
Curriculum Compacting Model
Academic Contract Model
Problem-Based Model
Project-Based Model