Gainesville City School System

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					Dr. Robin Smith, PRESA
Katie Denning & Jamie Moore, GCSS
Fran Dundore & Shelby Fricks, SCHS
 Year 1:
Prerequisites           Major Concepts                          Goals/Expectations                         Time          Resources                     Commitment
None                          Differentiation is a planned            Speaking the language of           10 hours      Responding to the Needs of         Writing standards in terms of
                               response to student learning             differentiation                                  all Learners (Tomlinson)            KUDos (Knows, Understands,
                              Differentiation ensures that            Conceptual understanding of                      Elementary:                         Dos)
                               all students needs are met               what differentiation is and is                   A Visit to a Differentiated        Evidence of interest
                              Differentiation is an integral           not                                              Classroom (Video,                   inventories, learning styles
                               part of curriculum,                                                                       Tomlinson)                          profiles, and readiness data
                               assessment, and instruction                                                               Middle/High:                       Evidence of the “baby steps”
                                                                                                                         Graduation Counts Disk 6            of adjusting curriculum and
                                                                                                                                                             instruction based on

 Year 2:
 Prerequisites                Major Concepts                          Goals/Expectations                      Time          Resources                   Commitment
Responding to the Needs             Differentiation requires                Obtain a repertoire of          20 hours      How to Differentiate in          Portfolio components
of all Learners                      thoughtful instructional                 differentiation strategies                    Mixed-Ability Classrooms         Tiering
(Tomlinson)                          planning for diverse learners           Practice differentiation                      (AKA The Leaf Book)              Thinkdots/Cubing
Elementary:                         Differentiation strategies               strategies with students                      (Tomlinson)                      Flexible Grouping
A Visit to a Differentiated          adjust content, process, and            Reflect on the fluidity or                                                     Webquests, I-Searches,
Classroom (Video,                    product as a response to                 natural ebb and flow of a                                                       Learning Contracts
Tomlinson)                           formative and summative                  well-managed                                                                   Menu of Choices (i.e. tic-tac-
Middle/High:                         assessment                               differentiated classroom                                                        toe)
Graduation Counts Disk 6                                                                                                                                     Rubrics
Year 3:
Prerequisites                      Major Concepts                      Goals/Expectations               Time       Resources                         Commitment
Responding to the Needs of all           Focus on HOTS                       Pervasive lessons with   20 hours   Talking in Class (McCann,              HOTS strategies
Learners (Tomlinson)                     Lesson planning to include           differentiation                     Johannessen, Kahn, Flanagan)           Differentiated Lessons
Elementary:                               differentiation                     Pervasive formative                 Differentiation In Practice (K-         with evidence of
A Visit to a Differentiated              Formative assessments are            and summative                       4), (5-9) (Tomlinson)                   student work and
Classroom (Video, Tomlinson)              used to inform instruction           assessment used to                  Integrating DI and Ubd                  teacher commentary
Middle/High:                             Summative assessment                 make instructional                  (Tomlinson & McTighe)
Graduation Counts Disk 6                  show the sum of the                  decisions
How to Differentiate in Mixed-            learning
Ability Classrooms (AKA The Leaf
Book) (Tomlinson)
Part One: Using your understanding of readiness write a tiered lesson.
-     Begin with something simple
-     Determine how what formative assessment you will use and what criteria will be required for placement for each student
-     Write your own cloned versions from there (I got it, I need a little more practice, I didn’t get it)

Part Two: Create Think dot or Cubing Assignment
Design an assignment using this strategy. Remember that all groups pursue the same KUDos! Provide a copy of each assignment and
evidence of student response (recording sheet).

Part Three: Try your hand with a RAFT!
Use the template to design a RAFT for use in your class! Include a title and have at least 4 different roles. Try this with your class and
provide evidence of student work. Be sure to include differentiation by interest and modality.

Part Four: Create a Rubric
Design a rubric for use in your class. This could be the rubric to grade your raft.

Part Five: Use one of the following techniques to differentiate by interest or readiness:
-     Learning Contracts                 - I-Search
-     Orbitals/Independent Study        - WebQuests                -Jigsaws
                               Exemplary                                       Meets the Standard                                      Does not Meet
Part One:                      The lesson clearly shows three levels of        The lesson shows three levels of ratcheting of          The lesson shows three levels of ratcheting.
                               ratcheting of the identified grade level        the identified grade level standard, but the            The method of differentiation is not noted.
Tiered Lesson                  standard. The method of differentiation is      method of differentiation is not noted. The             The learning objective is clearly identified, as
                               noted. The learning objective is clearly        learning objective is clearly identified, as well as,   well as, an appropriate formative
                               identified, as well as, an appropriate          an appropriate formative assessment.                    assessment.
                               formative assessment.

Part Two:                      The lesson clearly shows three levels of        The lesson clearly shows levels of ratcheting of        The lesson shows levels of ratcheting of an
                               ratcheting of an identified grade level         an identified grade level standard. The                 identified grade level standard. The
Think Dots/ Cubing             standard. The questions or tasks show a         questions or tasks do not include questions or          questions or tasks are void of a HOTS link. A
                               direct link to HOTS. A recording sheet is       tasks that require HOTS for all students. A             recording sheet is provided for formative
                               provided for formative assessment.              recording sheet is provided for formative               assessment.
Part Three:                    The lesson clearly shows the learning           The lesson shows the learning objective and             The lesson shows the learning objective and
                               objective and grade level standard. Students    grade level standard. Students are given choices        grade level standard. Choices of modalities,
RAFT                           are given choices that include choices of       that have choices at least two of the areas:            readiness, and/or interest are very limited
                               modalities, readiness, and/or interest. Each    modalities, readiness, and/or interest. Each            and/or have questionable ability to meet the
                               activity meets the grade level objective.       activity meets the grade level objective.               grade level objective.

Part Four:                     The rubric is clearly standards-based. The      While the rubric is standards-base, some                The rubric is missing a standards link and/or
                               KUDos are well defined. Expectations are        behavioral or non-standard based elements are           the KUDos are not clearly defined. Behavioral
Rubric                         clearly stated and feedback is formative.       present. The KUDos are defined. Expectations            or non-standard based elements are
                                                                               are stated and feedback is formative.                   prevalent. Feedback is limited or not
Part Five:                     The standards and KUDos to be mastered are      The standards and KUDos to be mastered are              The standards and KUDos to be mastered are
                               clearly defined. The elements of the project    present. The elements of the project and                vague. The elements of the project and
Student Choice                 and objectives are clearly defined. Student     objectives are present, but vague. Student              objectives have limited helpfulness for
                               expectations and grading criteria are           expectations and grading criteria are provided.         standards mastery. Student expectations and
Learning Contract, I-Search,
                               provided. HOTS are evident. Grading Criteria    Expectations have limited rigor or HOTS.                grading criteria are not clearly defined. HOTS
Orbital, Webquest, Jigsaw
                               is clear and will provide formative feedback.   Grading Criteria has limited clarity and/or             are not evident. Formative feedback not
                                                                               formative feedback is somewhat helpful.                 helpful.
    Successful Elementary DI

                     June 15-18, 2008

Katie Denning, Literacy Coach
Enota Multiple Intelligences Academy
Gainesville City School System
   Schools of Choice
     Enota Multiple Intelligences Academy
     Centennial Arts Academy
     Fair Street International Baccalaureate World
     Gainesville Exploration Academy
     New Holland Core Knowledge Academy
   Pioneer RESA
   Leaf Book
   RESA delivery to partnered schools
   Outside Consultant: Excessively Expensive
   Consultant follow-up – Faculty Meeting,
    Team Meeting, and Individual Conferences.
       Staff wrote a DI lesson plan and turned it in to
        the Principal.
       Feedback from consultant
       Covered classes so that the faculty could meet by
        grade level with the consultant during the school
       Consultant observed DI lessons being taught and
        provided feedback. (Inspect what you Expect!)
   DI was discussed at each Team Meeting and
    documented on the Team Meeting Notes.
   Each faculty member was required to write a
    Unit of Study using DI and turn it in.
   1 PLU for Pioneer RESA meetings (10 hours –
    5 meetings)
   2 PLU’s for time spent with the consultant
    (21 hours)
   1 PLU for Professional Learning Communities
    (documented discussion at team meetings)
   1 PLU for DI Unit Plan
   TOTAL = 5 PLU’s
Re-delivery by Literacy Coaches
 DI Strategies – some new, some review
 Grading Policy
 1 PLU for DI Strategies
 1 PLU for Grading Policy
   Books for Study:
     Talking in Class by McCann, Johannessen, Kahn,
     Differentiation in Progress (K-4) (5-9) by
     Integrating DI and UBD by Tomlinson & McTighe
   Differentiated Lessons with evidence of
    student work and teacher commentary
   HOTS strategies
   School DI committee to offer the staff
    additional DI strategies and compile
 Differentiated Instruction
Implementation Overview
Step 1: Choosing a Team
  We chose our Language Arts team of teachers
  to be the first group trained in Differentiated
  Instruction. Over the course of one school year,
  we collaborated with Pioneer RESA to orient
  ourselves to the habits of mind necessary for
  creating Differentiated lessons and pool
  resources for re-delivery.
Step 2: Teacher Training
During our year of training we:
   Worked with and across grade-levels to create
    differentiated activities;
   Tested lessons and shared student work;
   Revised – Revised – Revised!
   Pooled our best practices into portfolios to use
    both as a departmental resource and as a tool
    to train the rest of the faculty.
Step 3: Create an Action Plan for Re-Delivery
   With a wealth of support from our RESA
   coordinator, we designed an action plan that
   helped us identify
 The timeline for re-delivery

 Resources necessary to train the faculty

 Roles and Responsibilities of teachers
   conducting the training
 Methods of program evaluation
    Using our RESA support staff and our own
    teachers to implement Differentiated
   Fostered collaboration within our department;
   Allowed us to “test the waters” before we
    jumped in;
   Created authentic experiences and activities
    that we could use and share in re-delivery.
    The group who is chosen for initial training
    must have:
   BUY IN
   RAFT
       ROLE          AUDIENCE              FORMAT              TOPIC

      Lord Capulet        Paris             Newspaper        Appeal to Fear
        Romeo             Juliet                 My            Appeal to
                                          Space/Facebook       Authority
         Juliet          Romeo               Television       Bandwagon
         Paris        Lady Capulet             Radio           Glittering
                                           Advertisement      Generalities

      Lady Capulet    Lord Capulet          You Tube         Card Stacking
          You        Ms. Frick’s/Class   Choose any format   Testimonial or
                                             you wish           Transfer
   Literature Circles
Romeo and Juliet
   Act II – Motifs

   Motif – A repeated symbol in a literary work that is often a sensory, physical image and vehicle of
    concepts in the literary work. Motifs represent patterns or trends that lead to theme.
   In Act II (and Act I), Shakespeare used the following motifs: Night/Day, Light/Dark, Sun/Moon,
    Haste/Slow, and Masks.
   1. Choose one motif from the list above and copy the quotations from Act II that illustrate the motif (10
   2. Create an explanation that comments on whether the references to the motif are positive or
    negative (10 pts.).
   3. Determine and describe the characters that each motif is associated with and explain the connection
    in detail (10 pts.).
   Tiered Lessons – A Science Example
      Tier I     Use a variety of pre-made experiments, where the students
                 choose and organize the data collected. These students often
                 procrastinate, use judgment rather than scientific inferences,
                 and achieve low because of a lack of comfort in the subject or
                 academic. When you take away the 'wonder' time you allow
                 these students to move right into achievement.

      Tier II    Students will attempt a suggested topic to work within. For
                 example, suggest the group do a behavioral study. One
                 student may study the effects on one's success with
                 vocabulary when being rushed compared to the success of
                 someone not being rushed. Student's will see how moods and
                 frustrations play a part in success. Students in this tier are
                 appropriately challenged because they are creating, but you
                 have taken away the weeks of wonder by making a general
                 suggestion for the group.

      Tier III   Students will create their own study or experiment. Most of
                 these students have mastered the experimental process and
                 data collection. Therefore, the real learning and appropriate
                                                             own experiment.
                 challenge is the process of planning their
 -
    offers teachers FREE access to thousands of
    teacher resources, lesson plans, and rubrics.

 – includes a variety
    of web resources for differentiated lessons.

   Teaching Romeo and Juliet: A Differentiated
    Approach, by Delia Decourcy (NCTE)