Professional Development Design

Presenter Notes -

Alexis BellEDU 588Benchmark PD 12/18/24

Empowering Educators & Enhancing Student Outcomes

Differentiated Instructionand Assessment:

START

Presenter Notes -

Click book for pre- learning activity

Collaborate with colleagues on the topic

Identify and apply differentiation methods within the content, process, product and learning enviroment students experience

Connect the importance of differentiated instruction and assessment to equitable learning

Understand what differentiated instruction and assessment is

Apply the knowledge, skills, and resources within this session to your professional setting

By the end of our session you will...

Objective

Presenter Notes -

1. Rank the strategies to the left.2. Try to guess the percentage of information a "typical" students may retain with this instructional strategy.We will reveal the results in 2 minutes...

Let's Reflect on Experience...

Turn and Talk to your partner...What does not surprise you?What does surprise you?What experiences in your own classroom confirm these results?

Lecture

5%

Teach others/Use

Practice doing

Discussion

Demonstration

Audiovisual

Reading

How did you do?

Effective Instructional Strategies (The Learning Pyramid)

10%

20%

30%

50%

75%

95%

05

Presenter Notes -

+ Training Needs Survey Results

of teachers WANT relevant PD

100%

Your voice Matters

We took data from you and your colleagues to determine the goal of this session, with Differentiated Instruction and Assessment having one of the highest scores,

Data

Discussion Activity

Presenter Notes -

Differentiated Instruction is an educational approach where teaching methods are tailored to meet the diverse needs and interests of students (Stanford CFTL, 2024). The Key components include:

What is Differentiated Instruction?

Learning Environment

Where and With Whom Students Learn

Product

How Students Demonstrate Understanding

How Students Learn

What Students Learn

Process

Content

+ So What?

Presenter Notes -

-Use a variety of assessments before, during, and after learning to develop and adjust instruction as students' needs shift (Vanderbilt University, 2024)

Ongoing Assessment

-Use a variety of grouping methods *Whole group, small group, pairs, independent*Homogenous/heterogenous*Groups are fluid and always changing based on students' needs and/or choice

Flexible Grouping

-High Quality Curriculum-Appropriate rigor level-Equally Engaging Tasks(ASCD, 2011)

Respectful Tasks

Principles of Differentiation

Presenter Notes -

Assessment Tools

Strategies

The Role of Ongoing Assessment

Used at the end of the learning process to determine mastery (ASCD, 2012)

Used before and during the learning process to adjust instruction (ASCD,2012)

Summative

Formative

+ info

+ info

Presenter Notes -

Learning Environment

Product

Process

Content

The Wherestudents are learning The Whostudents are learning with

The How students are showing what they learned

The Howstudents are engaged in the learning

The WHAT (materials/content) students are using are learning

Differentiation In Practice-Strategies

More Info

Presenter Notes -

More

Mind Mapping

Graphic Organizers

Cubing

Exit Cards

Response Cards

Think-Tac-Toe

Anchor Activities

Flexible Grouping

Tiered Instrction

Click on the strategy to view.

A Closer Look at Examples of Instructional Strategies

What of these examples have you implemented before and how did they support students?What takeaways or questions do you have after exploring a few examples?

Turn and Talk:

-Presenter Notes

Differentiation-Middle School Example

Differentiation Through Interactive Games

Math differentiation-Elementary Example

Differentiated Instructional Strategies

"Reteach and Enrich"

Case Study: Small Group Instruction

Directions

What similar experiences have you had in your classroom related to these case studies/models of instructional strategies?What takeaways or questions do you have after exploring a few case studies/models?

Turn and Talk:

Each table will read the scenarios related to our school at their table. Discuss and record on chart paper differentitation strategies to implement for Content, Process, Product and/or Learning Environment based on the student/class needs and given context.Be ready to share whole group in 20 minutes.

+ Scenario 1

+ Scenario 2

+ Scenario 3

Presenter Notes -

• Discuss and share "Glows and Grows" feedback for the other group's lesson.
• Reflect with your group on next steps based on the feedback received.

• Present your group's lesson with another group in breakout rooms/spaces

• Collaborate to create a differentiated lesson plan
• Address-Content, Process, Product & Learning Environment

Step 4: Feedback

Step 3: Present

Step 2: Lesson Plan

Step 1: Topic

• Form groups of 3-4
• Choose a lesson topic

Differentiation In Action-Learning Activity

Continued education for teachers is vital for student success. Teachers can stay up to date on the latest technologies, best practices and address any gaps in their skills/knowledge (Stanford University, 2024). This in. turn supports teacher and student growth.

Further Learning and Resources

Reflection and Key Takeaways

Turn and Talk:What's one idea from today that you will implement right away?

• Differentiation is necessary for meeting the diverse needs of students
• Ongoing effort and reflection is essential for intentional differentiated instruction and assessment to be effective.

+ Tips

"Pay it Forward"

Sneak Peak-Next PD

Next Steps:1. Lookout for an email from P.F (Instructional Dean) on setting up one-on-one coaching sessions.2. Use PLC protocol form to reflect on the differentiation strategies used in your grade-level plans.

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Semester 2 Look Ahead!

Please take this brief survey to share your feedback on the session.

Thanks!

ReferencesASCD. (2011). Resepctful differentiation. https://pdo.ascd.org/LMSCourses/PD11OC138M/media/DI-Instruction_M1_Reading_Respectful_DI.pdfASCD. (2012). Types of assessment. https://pdo.ascd.org/lmscourses/PD11OC117/media/DI-Assessment_M1_Reading_Assessment.pdfN/a. (2023, April 12). What is differentiated instruction and why does it matter? Southern Illinois University Edwardsville. https://online.siue.edu/degrees/education/msed/advanced-teaching-strategies/what-is-differentiated-instruction/Standford Universirty Center for Teaching and Leanring. (2024). Differentiated instruction. Stanford University.https://ctl.stanford.edu/differentiated-instructionTomlinson, C. (1999). The differentitated classroom:Responding to the needs of all learners. ASCDIris Center. (2024). Differentiated instrution module. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/di/#content*Slide Notes on each slide labeled "Presenter Notes- "

Pre-assessments can be used to determine..- What students already know, understand and are able to do before learning.-What prerequisite learning may be misunderstood or missing.Ongoing Assessment- can be used to throughout the learning to determine where the students are "at" in terms of meeting the objective/learning goal.Teachers can use this data to differentiate instruction, activities, provide addtional resources and tools that will lead students toward mastery of the learning goals.(ASCD, 2012)

Formative Assessments

Differentiate Product

• Creative Projects
• Choice Boards
• Tic Tac Toe Menu
• Written report vs Presentation
• Podcast/Vlog
• Project/Problem-based learning
• Portfolios

Example: Novel Study-ThemeStudents use TIC TAC TOE menu to choose 3 activites demonstrating mastery of understanding theme. Activities vary to support student interest such as including a written essay, a visual graphic creation, a video/cartoon creation...etc.

1. Watch the following video. 2.Reflect on the following questions3.Share your reflection with your colleagues here.4.Be ready to discuss whole class shortly.

Pre-Learning Activity

Think, Jot, Pair, Share

• What is differentiated Instruction?
• How do you differentiate instruction?
• What does differentiated Instruction look like in the classroom?
• What questions do you have on the topic?

Differentiate Process

• Think-Pair-Share
• Jigsaw Method
• Learning Stations

• Interest Centers
• Graphic Orgnaizers
• Learning Contracts

Example: Math Unit Review-Students engage in learning stations, each with different activity (1.Teaher instruction 2.Task cards 3."Real Wolrd" guided math talk w/partner 4. digital Kahoot Game)

Can be used as a way to assess students understanding. (Tomlinson, C. 1999)

Differentiate the Learning Environemnt

• Flexible Seating arrangements
• Quiet Independent spaces
• Areas for collaboartive group work
• Learning Supports around the room
• Positive Grouping that supports learning of all

Think: Kinesthetic, Auditory & Visual aspects-Are students standing, sitting, moving around the room? -Are groups strategic or randomized?-Are there visual aids around to support learning?-What tools are being used (ipads, books, whiteboards, games...etc)?

(Tomlinson, C. 1999)

Differentiate Content

• Tiered Assignmnets
• Compacting Curriculum
• Varied Texts
• Multimedia Resources
• Choice Boards

Example: Social Studies Lesson

• Provide a primary source text at different reading levels.
• Show visuals such as videos and photos to that connect with content

(Tomlinson, C. 1999)

Purpose?

How to Tier?

(Tomlinson, C. 1999)

Impact...

(Tomlinson, C. 1999)

There are multiple examples of how to differentiate based on the four main differentiation categories. (Click on each category and call on a participant to read the description aloud).You may have noticed that some of these techniques are used for more than one category. (Click on "More Info" button). Keep in mind to remain reflective and intention on how your instructional shifts will impact the student learning experience based on their needs, interests, identity...etc.

Teachers need to consider students' needs, strengths, learning styles, interests and identities when differentiating content, process, product and learning environemnt so that the learning is flexible, inclusive and supportive of all students (Drew, 2024). Consider-Providing student choice, empowering students to lead their own learning.-Incorporating students' cultural identities and interests makes learning relevant, more "real world", and meaningful (Drew, 2024).

Consider while Differentiating...

Here is a look at what you will gain from enagging in this session. I am hoping you leave this session feeling excited and prepared to adjust your instruction and assessment to better support your students.Before we dig in further, please click on the book to engage in a little pre-learning activity. We all come into this space with our own experiences, background knowledge and curiosities therefore it is important to acknowledge these so we can bridge it to our new learning soon. We will come back together in 10 minutes to discuss our own background knowledge, experiences, and wonderings. (Give 10 minutes of independent reflection. Then, have table groups share their responses).

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

(Read definintion of DI on slide. Display chart from plus sign) Differentiating Instruction is a teacher's response to their learners' needs. (Click on plus sign) We are able to compare a traditional classroom vs. a differentiated classroom. How might students feel in a "Traditional" vs. "Differentiated" Class?(Call on participants). Educators differentiate the content, process, product and learning environment based students' readiness, interest, previous experiences and learning profile. (Read each differentiation category). We will dig further into these approaches shortly.Why might this matter to you? (click on "So What" button" and have audience reflect in a "Table Talk" discussion.)

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Tips for Implementation

• Assess the current practices and needs of students
• Set specific and measureable goals (SMART)
• Start with one strategy or one subject
• Continue collaborating with colleagues for new ideas and support
• Reflect and adjust practice regularly
• Seek feedback from both peers and students
• Celebrate your successes!

(Tomlinson, C. 1999)

Summative Assessments provide evidence of mastery of the learning at the end of a lesson or unit and are typically grades assignments (ASCD, 2012). Creating the summative assessment beore the learnig begins can provide teachers with the "end goal" and support them in structuring lesson(s) to practice and master the skills. being taught.

Summative Assessments

Students come in with a variety of -Prior educational and personal experiences-Learning Styles-Interests/Motivators-Readiness LevelsUnfortunately, some class structures do not address this diversity among students.Let's look at these common instructional stratgeies and see how they impact students' memory retention rate.

As You know...

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

DI is founded on these principles (read slide). Teachers implement various strategies to support students receiving (content), practicing/engaging with(Process) and showing new knoweldge (product) successfully. Although we are about to dig into examples of what these strategies look like and how they apply to these principles, lets dig a little further into differentiating assessments.

• Leveled Texts
• Variety of textx (newspapers, magazines, graphic novles, picture books, novels, nonfiction vs.fiction...etc.
• Word Walls

• Voice or video record as an option for students to receive information or show their knowledge.
• Highlighting/Color-coding key ideas or vocab.
• Guided questioning (Blooms...etc)

(Tomlinson, C. 1999)

Differentiation Strategies- Differentiion Guide for Instrutional Implementation and Feedback Edutopia Resources Round Up

Extra Tools/Resources

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

"Fair Isn't Alwasy Equal" by Rick Wormeli"How to Differentiate INstruvtion in Academically Diverse Classrooms" by Carol Ann TomlinsonEdutopia resources on Differentiation CAST for Universal Design for LearningASCD- Differentiated Instruction Resources

Book/Articles

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Now that we have a better idea on what differentiating instruction and assessment is, it's purpose, and viewing examples on how to implement strategies, let's put this into practice.You are going to get with your grade level group and choose a topic for an upcoming unit or lesson. Use the linked lesson plan (or edit your current lesson plan) to intentionally adjust instruction to include 2-3 differentiation strategies. You will have 15 minutes.(After 15 minutes have each group pull an "A/B" card) Alright, "A" groups match with a "B" group. You will have 5 minutes each to share/rehearse your lesson/unit adjustments based on differentiation practices learned. Then, groups will give feedback using the "Glows and Grows" sheet in front of you (linked in step 5 on slide).

How does the image below represent the meaning of differentiation?

Turn & Talk-

Why does DI matter?

Differentiated Instruction fosters equity in the classroom by providing choice and flexibility in the way students engage in all components of learning DI...

• Addresses unique student needs
• Increases motivation and engagement
• Improves academic achievement
• Develops Critical Thinkig and Problem Solving Skills

(Southern Illinois University, 2023)

Welcome to our Professional Development Session on Differentiated Instruction and Assessment.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

There are two main types of assessments, formative and summative. (click on each "info and read) Discuss: How do you use assessment before during and after instruction to effectively support your students? (Call on participants).Here are some assessment tools teachers can use to engage students in learning and share their understanding (click on "assessment Tools" button). Many of these tools offer digital platforms to track student progress and inform teacher instruction.

Teachers here have a classroom of diverse student learners and are WANTING to better support their students.From the previous slide, we know that some of the instructional strategies we are using are not effective for all our students. So the question that is on all of our minds mauy be....

Based on YOUR data

• How do we successfully meet the diverse needs of our students in our classroom?

IRIS Center-Vanderbilt's Differentiation ModuleEducation World- Differentiated Instruction Virtual Workshop Assessment Strategies for Differentiation Differentiated Instruction Webinar

Online Training/Videos

Tomlinson, C. (1999). The differentitated classroom:Responding to the needs of all learners. ASCD

• Aides concept development,learning, and comprehension
• Organizes knowledge visually
• Focuses on key ideas and vocabulary
• Supports integrating students' prior knowledge with new learning

(Tomlinson, C. 1999)

Here are a few case studies and videos modeling what implementating differentiation into the classroom may look like, and the impact it has on teachers, students, and school-wide improvement. As you explore, continue recording your reflections on your sheet. We will come back togetehr to share our thoughts in 10 minutes.

Take the next 5 minutes to explore visual examples of what these strategies look like. Use your reflection sheet to record any notices, wonderings, connections to your own professional practice, or "aha moments" you have. We will come back to discuss when the timer goes off.

Authentic Assessments are a student-centered approach to differentiated learning that involves students understanding through inquiry, probelm-solving, and creating new knowledge and meaning.