PPfT Strands

PPfT Strands:

"Differentiation means recognising that you cannot have a 'one size fits all' approach to teaching and learning."

Historically the lowest scoring strands across the district are:

• Strand 1-Instructional Practice: 1.2 Differentiation
• Strand 2-Standards & Alignment: 2.3 Intervention & Extension
• Strand 3 Assessment & Feedback: 3.2 Questioning

AISD Playbook

Planning for Students

As you are planning in your PLCs and answering the following questions, remember to plan for differentiation and supporting the needs of your students.

• What do we want all students to know and be able to do? (Instructional Practice, Differentiation)
• How will we know if they learn it? (Assessment & Feedback, Questioning)
• How will we respond when some students do not learn? (Standards & Alignment, Intervention & Extension)
• How will we extend the learning for students who are already proficient? (Instructional Practice, Differentiation & Standards & Alignment, Intervention & Extension)

Resources that support lowest scoring strands:

Flexible Goupring (Content, Process, Product)

Texas Performance Standards Project (Content, Process, Product)

Choice Boards (Content, Process, Product)

Depth and Complexity (Questioning)

Creative and Critical Thinking (Questioning, Process)

CLI Teaching Strategies

1.2 Differentiation

5-Mastery

• Teacher systematically delivers lessons and facilitates activities that provide differentiated content, process, product, or learning environment based on student data to remove barriers and ensure equitable access to the curriculum.

• Teacher systematically addresses individual student needs.
• Teacher ensures students are aware of their individual needs and independently take opportunities to challenge themselves.

2.3 Intervention & Extension

Mastery

• Teacher addresses/uses misconceptions to facilitate deeper learning and/or inspire further exploration and discovery.

• Teacher systematically provides relevant and aligned targeted intervention, content delivery, and extension, for all students as needed.

• Students initiate and engage in discussions/extensions that are relevant to the lesson objectives and extend on prior understanding.

3.2 Questioning

Mastery

• Teacher consistently plans for, asks, and students answer questions at the creative, evaluative and/or analysis levels that support mastery of, and broader connections to, the learning objective(s) and reteaches content when necessary.

• Teacher systematically uses a variety of questioning strategies and appropriate wait time to create an environment where students have the ability to set goals, reflect, evaluate, apply and communicate.

• Teacher consistently provides problem-solving opportunities that are relevant, aligned to the learning objective(s), and meaningful to students.

• Students engage in higher-order thinking, both independently and with peers.