1. Differentiation for 21 st Century Learners Responsive Instruction Responsive Students September, 2009 P.A. Day DRAFT A balanced, holistic approach to literacy learning & instruction

3. Being in the World LEARNING

4. What is this?

5. What is this?

6. What is this?

7. Catholic Education Social Justice Self-Directed Learners Citizenship Relationships Success for ALL Students -one-step instruction Life-long Learners

11. Essential Understandings Student Achievement Learning Community Teacher Beliefs and Knowledge Karen Hume (2007) Start Where They Are: Differentiating for Success with the Young Adolescent

12. Essential Understandings Appropriate Challenge Evidence Base Knowledge of Students Powerful Instructional Strategies Student Achievement Learning Community Teacher Beliefs and Knowledge

13. Essential Understandings Appropriate Challenge Evidence Base Knowledge of Students Powerful Instructional Strategies Student Achievement Learning Community Teacher Beliefs and Knowledge Process Content Product

15. Strategy # 1: Choice Boards Intrapersonal Analyze your last “best lesson” and describe how you could transform it into a “differentiated” (or a more differentiated) lesson. Ensure that key concepts and components, as well as how they relate to each other are built into the lesson. Interpersonal Create an oral presentation that outlines the key concepts and components of differentiated instruction and how they relate to each other Naturalist Categorize the key concepts and components of DI and describe the relationships between them. Bodily-Kinesthetic Construct a model or a representation that shows the key concepts and components of DI and how they relate to each other. WILD CARD! Communicate your understanding of the key concepts and components of DI and how they relate to each other in the form of your choice. Logical-Mathematical Present as a decision-making matrix, the key concepts and components of DI. Ensure that the decisions illustrate how the concepts and components relate to each other. Visual-Spatial Design a graphic organizer that shows the key concepts and components of DI and how they relate to each other Musical-Rhythmic Create a rap, song, ballad or jingle that describes the key concepts and components of DI and illustrates the relationships between them. Verbal-Linguistic Create a word web of the key concepts and components of DI that illustrates the relationships between them.

16. Choice in the Classroom as a Continuum… Completely the teacher’s choice Student choice from a range of teacher options Completely the student’s choice

19. ZONE OF ACTUAL DEVELOPMENT BORED FRUSTRATED ZONE OF PROXIMAL DEVELOPMENT – LEARNING HAPPENS KEEP PRACTISING TO SOLIDIFY SKILL. WATCH FOR BOREDOM INTRODUCE NEW CHALLENGES WITHIN THE ACTIVITY. ANALYZE CAUSE. DETERMINE AND PROVIDE NEEDED ASSISTANCE IF IT CAN’T BE DONE EVEN WITH ASSISTANCE CHANGE THE ACTIVITY

21. Characteristics of Tiered Assignments Activity is more open-ended than levels 1 and 2. Support is provided by the teacher as needed Activity is completed by students with some support provided by the teacher or in print Activity may be partially completed to provide students with support via examples or by the teacher Reading level is above grade level Reading level is at grade level Reading level is appropriate to participants; may be below grade level Can be more open-ended, leaving decisions about how the assignment is completed to the student Can require more steps to complete the assignment Minimal number of steps to complete the assignment Abstract Mostly concrete, with some abstraction Concrete Tier 3 Tier 2 Tier 1

22. -analyze similes and extract meaning -create one simile -demonstrate understanding and complete similes -create three similes -identify similes -create two similes Task -at and/or just above grade level -at grade level -at grade level Vocabulary -more complex sentences -additional text features -higher-order thinking -more abstract ideas -definition provided -fewer prompts -concrete ideas -word bank -definition provided -characteristics for comparison provided -concrete ideas Accommodations (for challenge or support) Underline the word or phrase described by each simile. Put brackets around the word or phrase being compared in the sentence. In the space provided, identify what is implied by the simile. Compare these sentences using a simile. Write three similes of your own. Choose the appropriate item from the word bank to complete each simile. Instructions TIER 3 TIER 2 TIER 1 SIMILES

23. R.A.F.T. Role Audience Format Topic Strategy # 3

26. Math example A Math R.A.F.T.! We are just alike A Friendly letter Slope-Intercept Form (y = mx + b) Standard form (Ax + By = C) Why do I always take the straight and narrow path? Journal Itself Linear Equation Why I am so special? Riddle Any other coordinate Origin (0, 0) How not to be so flat Advice column A horizontal line A vertical line Why we just don't connect A (love) rejection letter The other parallel line One parallel line Topic: What is the topic? Format: What form will it take? Audience: To whom is this written? Role: Who are you?

29. Curriculum Assessment If the new goal of education is success for all, then we have no choice but to differentiate instruction and assessment. – Damien Cooper If the new goal of education is success for all, we have no choice but to differentiate instruction and assessment . (Damian Cooper)

31. The effect of assessment for learning on student achievement is some four to five times greater than the effect of reduced class size. (Ehrenberg, Brewer, Gamoran, & Williams, 2001)

35. “ Assessment should promote learning , not simply measure it.” Jay McTighe

39. “ To maximize student success, assessment must be seen as an instructional tool for use while learning is occurring , and as an accountability tool to determine if learning has occurred . Because both purposes are important, they must be in balance .” From Balanced Assessment: The Key to Accountability and Improved Student Learning, NEA (2003)

45. Extra! Extra! The World is Different!

47. The 21 st Century Learner… DIGITAL-AGE LITERACY -basic, scientific, economic and technological literacies -visual and informational literacies -multicultural literacy and global awareness INVENTIVE THINKING -adaptability, managing complexity and self-direction -curiosity, creativity and risk-taking -higher-order thinking and sound reasoning EFFECTIVE COMMUNICATION -teaming, collaboration and interpersonal skills -personal, social and civic responsibility -interactive communication HIGH PRODUCTIVITY -prioritize, plan and manage for results -effective use of real-world tools -relevant, high-quality products

49. Even Bloom Evolved!

50. A Change Long-Overdue

51. The Mandate of Change: An Unexpected Source…

59. Being in the World CHANGE

61. Select “Literacy”

65. So… what will you try?