A Concept Map for Responsive Teaching* for 21st Century Learning
(adapted from Leadership for Differentiating Schools and Classrooms, Tomlinson, 2000)
New Canaan Public Schools 2010
Quality “21st Century” Concept-based Curriculum
(Respect, Rigor, Relationships, Relevance)
Coherence , Consistency, Alignment
Responsive Teaching in the
Differentiated Classroom
A way of thinking about teaching and learning
A teacher’s intentional response to learners’ academic and SAPL** needs
Planning, guided by evidence based knowledge of learning and development research
and general principles of differentiated and responsive instruction
Ongoing assessment
Respectful tasks
Purposeful, varied, tiered instructional arrangements
and research based strategies*
RTI framework
and principles
are foundational
Teachers differentiate
through tiers (RTI) and
across
Content
Process
Data teams
UST, SST and
PPT
Product
According to a student’s
Readiness
Interests
Learning Profile
Through the range of structured management arrangements
(Fisher and Frey, 2008)
Teacher
Focused Instruction
.
Guided Instruction
.
Collaborative Instruction
Independent Instruction
Student
.
.
And using varied, purposefully applied research based instructional strategies such as
The Marzano Essential 9
1. Identifying Similarities and
Differences
2. Summarizing and
notetaking
3. Reinforcing effort and
providing recognition
4. Varied homework and
practice (ungraded)
5. Nonlinguistic
representation
6. Cooperative Learning (by
design)
7.
8.
9.
Setting objectives and
providing feedback (student
self management/assessment)
Generating and testing
hypotheses
Cues, questions and advanced
organizers
Other examples
Tiered lessons
Tiered centers
Tiered products
Learning contracts
Flexible small group instruction
Anchor activities
Jigsaw
…
MI / Tic Tac Toe choices
Varied scaffolding questioning
strategies
Interest centers
Varied groupings (see “clock”
strategy)
MI / Tic Tac Toe choices
Varied scaffolding questioning
strategies
Interest centers
Tiered lessons
Tiered centers
* Responsive Teaching for 21st Century Learning through
Responsive Teaching in the Differentiated Classroom
New Canaan Public Schools 2009
In order that each student be provided with instruction that is engaging, personally challenging and
affirming and which leads to continuous growth toward district standards and performance expectations,
the administration and staff are committed to professional practice that is consistent with the following
definition of responsive teaching:
Defining Responsive Teaching in the Differentiated Classroom *
Responsive teaching is a way of thinking about teaching and learning.
Responsive teaching in the differentiated classroom connects the learner and the content in meaningful,
respectful and effective ways. It is grounded in the teacher’s understanding of and connection with each
student.
A cycle of on-going assessment, intentional planning, strategic implementation, and evidence-based
reflection drives purposeful instruction which leads to maximum individual growth toward high-level
learning goals.
The responsive teacher designs and manages a learning environment that encourages positive relationships
and collaboration, fosters risk taking and independence, builds shared responsibility for learning, and
celebrates successes.
The Four Components of Responsive Teaching Framework
Each component will be operationalized with specifics as to what each looks like in practice. These
documents are in early development and models and drafts are included as appendices.




Professional Knowledge and Principles
Connecting with the Learner
Learning Environment
Cycle of Instruction
___________________________________________________________________
The district is grateful to the following professionals for their contribution to our thinking and this
work through professional writing and consultation work: Carol Ann Tomlinson, Jay McTighe, Grant
Wiggins, Jim and Lisa Morgan, Richard Miller. An annotated version of this statement is available as
appendix; it provides a deeper explanation for word choice. Also please refer to the district
professional texts for the 2008-10 which include:
Fulfilling the Promise of the Differentiated Classroom, 2003, Carol Ann Tomlinson
Integrating Differentiated Instruction and Understanding by Design: Connecting Curriculum
and Kids, 2006, Tomlinson and McTighe
Suggested additional reading:
Better Learning through Structured Teaching: A Framework for the Gradual Release of
Responsibility, 2008, Douglas Fisher and Nancy Frey
Productive Group Work, 2009, Douglas Fisher, Nancy Frey and Sandi Everlove
Connecticut's Framework for RTI - Using Scientific Research-Based Interventions (SRBI):
Improving Education for All Students (Executive Summary) www.sde. ct.gov
January 2009 rev.
Feb/ 2010 rev.
**SAPEL Social, Academic, Personal and Emotional Learning- this represents and expanded understanding of social emotional
learning in the context of school readiness and success. See district draft framework.
Responsive Teaching in the Differentiated Classroom
New Canaan Public Schools 2008-09
In order that each student be provided with instruction that is engaging, personally challenging
and affirming and which leads to continuous growth toward district standards and performance
expectations, the administration and staff are committed to professional practice that is
consistent with the following definition of responsive teaching:
Defining Responsive Teaching in the Differentiated Classroom *
Responsive teaching is a way of thinking about teaching and learning.
Responsive teaching in the differentiated classroom connects the learner and the content
in meaningful, respectful and effective ways. It is grounded in the teacher’s
understanding of and connection with each student.
A cycle of on-going assessment, intentional planning, strategic implementation, and
evidence-based reflection drives purposeful instruction which leads to maximum
individual growth toward high-level learning goals.
The responsive teacher designs and manages a learning environment that encourages
positive relationships and collaboration, fosters risk taking and independence, builds
shared responsibility for learning, and celebrates successes.
The Four Components of Responsive Teaching Framework
Each component will be operationalized with specifics as to what each looks like in practice. These
documents are in early development and models and drafts are included as appendices.




Professional Knowledge and Principles
Connecting with the Learner
Learning Environment
Cycle of Instruction
___________________________________________________________________
*The district is grateful to the following professionals for their contribution to our thinking and this work through
professional writing and consultation work: Carol Ann Tomlinson, Jay McTighe, Grant Wiggins, Jim and Lisa
Morgan, Richard Miller. An annotated version of this statement is available as appendix; it provides a deeper
explanation for word choice. Also please refer to the district professional texts for the 2008-10 which include:
Fulfilling the Promise of the Differentiated Classroom, 2003, Carol Ann Tomlinson
Integrating Differentiated Instruction and Understanding by Design: Connecting Curriculum and Kids,
2006, Tomlinson and McTighe
Suggested additional reading:
Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility,
2008, Douglas Fisher and Nancy Frey
Connecticut's Framework for RTI - Using Scientific Research-Based Interventions (SRBI): Improving
Education for All Students (Executive Summary) www.sde. ct.gov
The following are core behaviors to listen and look for as we conduct shared observations/ learning
walks. The selection of one or two indicators as observation focal points is recommended. The
purpose of our current work is not to evaluate teachers but to gather evidence of overall practice
across classrooms to inform our professional knowledge and to increase our shared understanding of
best practice based on our district definition of Responsive Teaching.
Four Domains of the Cycle of Instruction
Dec. 11, 2008
A .On-going assessment
Assessment is responsive to the learner. It is ongoing along the diagnostic continuum, from feedback to
goal-setting; it includes pre-assessment, formative assessment, summative assessment and teaches students
to self assess and adjust. Assessments are multi-dimensional and of high quality.
There is evidence that the teacher:
1. Utilizes current student and class performance data to plan and implement differentiated instruction.
2.
Uses multiple forms of assessment to determine a student ‘s learning profile and the extent and depth of
student understanding and growth.
3.
Explicitly employs clear performance standards to guide instruction and focus feedback (task lists, rubrics,
exemplars)
4.
Systematically records and analyzes student performance data that results from ongoing instruction (progress
monitoring, formative assessment data collection.)
5.
Explicitly models metacognition and instructs students on self assessment techniques, including how to set
and adjust personal learning goals and approaches
Notes:
B. Intentional Planning for Instruction
Planning is anchored to the district curriculum and incorporates best practice. By design it connects the learner and
the content in meaningful and responsive ways and results in ongoing learning for all students. .
There is evidence that planning is:
1.
Intentional and connects essential learning goals to student needs based on data.
2.
Designed to teach to high standards and is appropriately scaffolded for all students. (Plan up, teach up, work
up.)
3.
Developmentally appropriate, responsive to students' learning profiles (ex. readiness, interest, gender, culture
and language.)
4.
Appropriate in its selection and design of materials, instructional strategies, flexible groupings and protocols
(scientifically research based.)
5.
The result of professional collaboration and includes input of other teachers and specialists.
Notes:
4. Cycle of Instruction (cont.)
C. Implementation of Planned Instruction
Instruction is purposeful and maximizes student learning and growth towards high-level goals. It is responsive to the
affective and cognitive needs of the learners and the class.
There is evidence that:
1. Students are aware of the goals and purpose of the lesson (enduring understandings, learning principles and
essential questions are explicit.)
2.
Tasks are respectful of all learners.
3.
The criteria for success is clear and appropriate
4.
Students are actively engaged (cognitively) in the learning process.
5.
Tasks are authentic, compelling and developmentally appropriate
6.
The sequence and organization of lesson elements lead students to learn.
7.
Routines and expectations that develop independent and responsible learners are explicitly taught and are
evident in students’ behavior (gradual release of responsibility.)
8.
Questioning deepens student understanding; all students are engaged in critical and creative thinking as part
of the lesson.
9.
Metacognition is modeled by the teacher and is evident in student discourse.
10. A record-keeping system is used to monitor student progress through anecdotal notes and data.
11. The teacher evaluates the effectiveness of instruction and adjusts appropriately.
Notes:
D. Reflection based on results of instruction
Teachers continuously reflect on the impact of instruction with respect to student learning.
There is evidence that the teacher:
1. Consistently engages in reflection about practice- both individually and in professional groups – and that
reflection is used to inform "next steps" of instruction.
2.
Engages all students in reflecting on their progress and provides opportunities for setting personal learning
goals.
Notes:
*Much of this observation framework is adapted from works by Carol Ann Tomlinson. See citations above.
END of 2008-9 Design Team Work
Next set of documents working copies of full cycle
Beginning of Reference document from fall 2008 all four domains in draft
Model 1: The 4 Components of Responsive Teaching for the Differentiated Classroom Operationalized
(adapted from C. Tomlinson) An example of what operationalized domains would look like.
1. Professional Knowledge and Principles
2. Connecting with the Learner:
The teacher responds to the student’s needs for
The teacher is clear about what is essential in the
affirmation, contribution, power, purpose and challenge.
subject matter; decision-making for students with
They are at the core of teaching. Classrooms are places
respect to content is grounded in a deep
designed to forge democracy, dignity and diversity.
understanding of the discipline.
The teacher understands each student's interests,
- Curriculum is Curriculum is focused on highculture, readiness levels, and learning profile and uses
level understandings and high expectations for
this understanding in planning learning experiences
all students.
for the class and the student. The teacher knows the
- Teaching up . . . the teacher plans for the most
student as a human being and learner.
Ongoing observations of every student (social,
capable students and then scaffolds to allow all
emotional, and cognitive observations) are recorded
to reach these standards.
as quantitative and qualitative student data - Tasks are respectful for all students.
academic data, curriculum folders, interest surveys,
- There is a balance of class needs and individual
etc. are maintained
student needs.
- Assessment and instruction are inseparable.
Curriculum and instruction are the vehicles for
- The teacher adjusts content, process, and
responding to student needs, interests, and learning
product in response to students’ readiness,
profile.
interest, and learning profile.
Curriculum is clear about the essential
understandings, concepts and skills of the discipline
- Goals of the differentiated classroom lead to
and expectations of students.
maximum individual growth and success.
Curriculum is engaging and allows students to find
- The classroom environment is a catalyst for
meaning and application in their work. It focuses
learning; the classroom community, climate,
on products that matter to students and seems real.
and culture are purposefully crafted and marked
Curriculum allows multiple points of entry for
by structures and routines that support
student depending on readiness levels.
flexibility.
Instruction recognizes diversity in learning profiles
-
-
and allows students to access curriculum through a
variety of modes (visual, auditory, etc.) and in a
variety of social groupings (pairs, small groups,
peer-assisted, cooperative groups, etc.)
Instruction invites collaboration with the teacher
and fellow learners.
Teacher welcomes student/family contributions as
curriculum and instruction unfolds, with a clear link
to essential learning.
Students are involved in setting their own learning
goals and reflecting on their progress toward those
goals.
Connections between teacher and student foster
student willingness to take risks in the learning
process (teacher agrees to form bond with student).
Teacher makes a commitment to believe in and
support the student, recognizing that learning is a
life long endeavor with multiple pathways to
success.
Teacher demonstrates a growth mindset towards the
learner.
Teacher and student share responsibility for
learning.
Teacher praise and feedback to the student
(comments on assignments, oral feedback/praise in
the classroom, etc.) is specific, genuine, and
growth-oriented.
Teacher reflects on their practice in order to maximize
success for each student
3. Learning Environment: The classroom
environment includes both physical and affective
attributes that individually and cumulatively establish the
tone or atmosphere in which teaching and learning will
take place.
_____________________________________________
Communication: The environment explicitly supports
respectful communication from teacher to student,
student to student, and student to teacher.
- The teacher works with students to build a sense of
community and a group identity
- The teacher uses a variety of ways to get to know
students better. The teacher connects with students on
a personal level so that students will be invested in the
classroom.
- The teacher shares his/her thinking about teaching,
modeling metacognition and communicating and ethic
of care about individuals.
- The teacher uses shorthand for quick communication
among members of the class. This is not only efficient,
but also builds the unique character of a class.
- The teacher uses multiple instructional routines and
strategies that foster classroom discourse about learning
(think-pair-share, designated discussion groups, etc.)
and reaches a variety of learners so all feel included.
Guidelines for Classroom Operation: Ground rules
and norms are developed and agreed upon to ensure a
classroom that supports maximum success for each of
its learners.
- Routines that foster independence and which support
flexible learning arrangements are explicitly taught and
practiced.
- The teacher establishes clear guidelines on how the
classroom will operate. Students understand that
fairness does not mean that everyone gets the same, but
that everyone gets what they need. Ground rules /
classroom norms require student input and are
anchored in respect, hard work, persistence and
responsibility
- Activities, discussions and products call on students to
think at high levels.
- Students clearly understand criteria for high-quality
work.
Classroom Routines: Clear routines facilitate learning
for a variety of learners with clear and predictable
structures.
- Routines are designed to increase student autonomy
and success
- Students benefit from classrooms that are both
flexible and have clear, established routines.
- Teachers model routines explicitly for students.
Space, Time, and Materials: The classroom allows for
the flexible use of space, time, and materials.
A variety of learning spaces is available for students to
use in a range of groupings (desks/tables, rug/floor space,
quiet spaces for independent work, large group work
areas, small group spaces, etc.)
Learning Environment continued
_______________________________________
Support Systems: Teachers ensure that work
undertaken by students is a bit beyond their reach
and ensure the presence of support systems in the
classroom that guide the student to success. There
are an infinite number of supports that teachers use
to bridge the gap between the learner and the
unfamiliar.
- Support systems can be teacher or peer.
- The teacher provides multimedia and
manipulatives in the classroom (i.e. checklists,
rubrics, graphic organizers, word walls, models,
representations, etc.).
- The teacher uses multiple instructional strategies to
support students as they grapple with complex
problems, ideas and skills.
Shared Responsibility: There is a sense of shared
ownership in the classroom, a sense that the
classroom belongs to "us" collectively rather than
"me" individually. (The teacher who focuses on
community-building understands that teams don't just
happen, they are built.)
- Varied Materials are accessible to all.
- Students take responsibility for setting goals and
assessing progress.
- Conflict or issues in the classroom are discussed as a
group and a problem-solving model is used to
process and resolve conflict.
4. Cycle of Instruction
A .On-going assessment
Assessment is responsive to the learner. It is ongoing along the diagnostic continuum, from feedback to
goal-setting; it includes pre-assessment, formative assessment, summative assessment and teaches students
to self assess and adjust.

Teacher utilizes previous/ current diagnostic assessments to help identify student readiness.
o Past year data and curriculum folders are examined to provide insights into student readiness,
strengths, and areas in need of support.
o Baseline surveys, KWL charts, and curriculum-based pre-assessments are used to understand
student strengths and needs.
o District benchmark assessment data are examined regularly to determine "next steps" for student.

Teacher uses multiple forms of formative and summative assessment to determine depth of student
understanding and growth. These assessments provide a variety of ways for students to demonstrate their
learning.
o Use of range of performance tasks, constructed-response items, and traditional testing formats
o Use of interviews / conferences with students to gather assessment data
o Use of portfolios of authentic work products
 Teacher explicitly instructs students on self assessment techniques including how to adjust learning goals
and approaches based on evidence of progress.
o Students learn to use metacognition to guide learning and monitor effectiveness of strategies.
o Students learn to ask for, give, accept and use effective feedback.
_______________________________________________________________________________________________
B. Planning
Planning is systematic, cohesive, coherent, consistent, and changing in order to be responsive to student needs.

Planning is intentional and connects essential learning goals to learner needs based on data.
o Student data is examined and used to inform planning proactively.
o Learning experiences are developed in the context of the larger instructional unit and essential
learning in the discipline is defined for the lesson.
o Learning goals and performance expectations / criteria for success are clearly articulated.
o Planning is undertaken collaboratively with special education staff to consider IEP/504 plans of
students when relevant.

Plan for the “experts” and scaffold up for others. (Plan up, teach up, work up.)
o Adjust content, process, and product in response to student readiness, interest, and learning profile,
while maintaining expectations of high-levels of learning for all
o Purposeful selection and use of focus lesson, guided instruction, collaborative learning, and
independent learning to support gradual release of responsibility in the classroom.
o Consider materials of varied readability/interest
o Consider multiple ways to access, evaluate, synthesize and communicate ideas/information
o Consider multiple modes of demonstrating learning

The teacher is knowledgeable about the characteristics of the age group, students' varied approaches to
learning, and students' interests and cultural heritage.

Planning includes strategic selection of instructional strategies to most effectively target learning goals
o Consider purpose of strategy in connection with learning goal (ie. modeling, demonstrating)
o Guided groups are flexible, used on a regular basis, and target specific student learning needs
o Small groups or partners are purposely selected based on learning needs or student data.
.

4. Cycle of Instruction (continued)
C. Implementation
Implementation is strategic in order to maximize student time and growth towards high-level goals; it is flexible and
connects to the affective and cognitive needs of learners and the class.

Instruction is focused and aligned fully with articulated learning goals.
o Teacher selects learning experiences based on links to learning goals; there is clarity in the design
and purpose of learning experiences.
o Teacher makes students aware of learning goals and purpose of experiences.
o Criteria for success are clearly articulated within the instructional experience (rubric of quality
work, etc.)

Work should be authentic, engaging, and meaningful to students.
o Based on data related to student readiness, interest, and learning profile

Instruction is scaffolded to allow all students to meet high levels of understanding and high expectations with
regard to curriculum.
o Use of questioning facilitates high-level thinking for all students
o Use of varied materials
o Use of varied modes of teaching (active learning, use of representations and models, direct
instruction, peer-assisted learning, etc.)
o Use of varied and flexible groupings of students selected purposefully (whole group, guided small
groups, pairs, cooperative groups, etc.)

A record-keeping system is used consistently to monitor student progress through anecdotal notes and data.
o Ongoing, active observation / conferencing with students during classroom experiences
o Index cards, clipboard log sheet, Post-It pages in binder, etc.
___________________________________________________________________________________
D. Reflection
Teachers and students continuously reflect on the impact and results of instruction, both individually and in learning
communities.

Evidence-based reflection is used to adjust planning and inform practice.
o Student work and observational/anecdotal notes are lesson artifacts that teachers use for individual
reflection.
o Teachers reflect on student learning / progress with colleagues informally and in structured settings
(team meetings, LASW settings, etc.)
o Teacher reflection - both individually and in professional groups - is used actively to inform "next
steps" of instruction for students.

Teacher involves students in reflecting on the learning process and provides opportunities for students to selfassess and reflect on their own learning.
o Use of reflection journals, exit cards, etc.
o Lesson debriefing / discussion segments that allow students to reflect on and articulate learning and
consider next steps.

Long-term reflection informs teacher professional goals and revisions to curriculum.
o PEGS goals
2/16/2016 6:55:13 AM
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