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Literacy Leadership TeamsDecember 2004

Common High-Quality Differentiated Instruction for Achievement for All

within

The Cleveland Literacy System

Module 6

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Rationale

Understanding the structures within the literacy block and what we can teach and assess through each of the structures gives us the opportunity to ensure high-quality, rigorous instruction for all students.

This is the first in a series of sessions that examines the structures of the literacy block and how we can use them to differentiate instruction.

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Intended Learning

Discuss and deepen our knowledge of the characteristics of differentiated instruction

Review the structures of the Literacy Block. Analyze student data to plan differentiated instruction using a

lesson. Link the general features of rigorous differentiated instruction

to the literacy system. Link the general features of rigorous differentiated instruction

to when meeting your student achievement goals.

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FORM AN INSTANT GROUP

Turn to the person on your left. Turn to the person on your right. Form an instant group of three.

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Literacy Block

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BREAK IT DOWN!

Define differentiated instruction using 5 words.

Define differentiated instruction using 4 words.

Define differentiated instruction using 2 words.

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DIFFERENTIATED INSTRUCTION

MEETING THE LEARNING NEEDS OF

ALL STUDENTS

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SHARING

Based on the information from slides 9 to

17 in your PowerPoint presentation packet, how can differentiated instruction help you meet your student achievement goals?

Please chart your answers being sure to cite specific slides.

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Did You Know?

“The most important factor affecting student learning is the teacher…….

…….effective teachers appear to be effective with students of all achievement levels…….”

(Wright et.al., 1977, pg. 63)

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Successfully responding to the academic diversity of their students in their classrooms.

One of the Biggest Challenges for Teachers is…….

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Is a way of thinking about teaching and learning. Is based on best practices in education. Enhances learning for all students because the

activities meet each student’s individual learning needs.

Can be implemented/accomplished in many different ways.

Differentiation

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Links assessment with instruction. Encourages students in their roles as active learners. Learning is collaborative and flexible. Group and individual norms are balanced. Content, process and products are continuously

evaluated for effectiveness.

(Tomlinson, 1999)

The Differentiated Classroom

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Can

Differentiate

Content Process Product

“What” “How” “Results”

Teacher

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Content = What a student should

Learn StandardsBenchmarksIndicators

Comprehend Theory Formulas Strategies Processes Skills

From the materials and resources that contain the Core of the standards.

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Process = How

Engage in rigorous instruction designed to assist the student with:

Making sense of the content. Owning the content to address individual learning

needs and expectations. Connecting to past and future knowledge; thus

becoming life long learners. Being accountable to the learning community.

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Product = End Results

The student is actively involved in learning. The student is able to demonstrate what they have

been taught. The student will acquire a desire to learn; thus

becoming life long learners. Teachers may assess the teaching and re-teaching

needs of all students. There is a commitment to the learning community.

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Differentiation

The Student’s

Readiness Interest Learning

Profile

Standards tell us WHAT to teach.

Differentiation of instruction is one method research encourages teachers to use to maximize students’ individual potential learning needs.

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Jigsaw - Form a group of 5.

Those groups that are on the right and left-hand side will be reading and reporting out on the Standards-Based Instruction for ALL Learners: A Treasure Chest for Principal-Led Building Teams in Improving Results for Learners Most At-Risk (excerpt) and the CMSD Special Education Writing Team handout: Intervention Strategies for Diverse Learners.

Those groups that are in the middle section will be reading and reporting out on the Pre-Referral Intervention Manual (PRIM ) (excerpt) .

The essential question is, Why are these resources valuable to educators? Be sure to think about the following:

For whom are these resources appropriate? When do I utilize these resources? What is the instructional purpose of these resources? How does data impact the use of these resources?

Please chart your information and post your sheet on the wall. Be prepared to share your answers by reporting out.

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What It Means

Instructional + Differentiated = Meeting Block Instruction School

Student AchievementTargets/Goals

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Differentiated Instruction Summary

Assessing each student’s particular learning needs in relation to current standards, benchmarks, and performance indicators.

Then planning instruction for each student, either in whole class group, small groups or individual instruction.

This grouping is flexible depending on the skills and learning needs of each student.

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Summary of Differentiated Instruction

ALL STUDENTS

Assess

Plan

Teach

ALL STUDENTS

ALL STUDENTS

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Grades PreKindergarten – Five: TASK

Utilizing Kindergarten Readiness Assessment and Grade 1 and 2 State Short- Screening Measures and Results to Differentiate Instruction

Intervention Activities Teachers Can Do When Kids Can’t: Answer Multiple-Choice Items on the Cleveland Third Grade Reading Benchmark Test Version 1

Third Grade Lesson Demonstration Review the copy of the lesson that

will be presented. Use the blank lesson format and the

attached page for taking notes as you observe the demonstration.

After the lesson, discuss the lesson framework, the standard, assessment, and strategies for differentiated instruction.

NEXT: Select a fourth grade or fifth grade English Language Arts, Math, Science, or Social Studies lesson and embed differentiated instruction. Use the resources below:

•CMSD Special Education Writing Team Handout •PRIM - Excerpt•ODE: Treasure Chest – Excerpt

Discuss the lesson framework, the standard, assessment, and strategies for differentiated instruction. Cite the titles and page numbers.

Be prepared to share your ideas by reporting out.

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Grades Sixth – Twelve: TASK

Select a sixth grade or twelfth grade English Language Arts, Math, Science, or Social Studies lesson and embed differentiated instruction. Use the resources below:

CMSD Special Education Writing Team Handout PRIM - Excerpt ODE: Treasure Chest – Excerpt

Discuss the lesson framework, the standard, assessment, and strategies for differentiated instruction. Cite the titles and page numbers.

Be prepared to share your ideas by reporting out.

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Reflection and Discussion

What instructional strategies will you take with you from this session and use with your students?