8P30 Week 19 - Differentiation

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Assessment Strategies Key Question: What will the students be doing?Examples: hand signals/prompts, retelling/explaining to peer, exit slip, reflection, work sample, test, quiz, journal, portfolio, presentation, performance-based task, report, project, poster, interview, peer conference, homework, discussion, peer feedback, self-assessment, gallery walk, individual whiteboards Assessment Tools Key Question: What will I use to assess learning?Examples: check for understanding through questioning, teacher- student conference, checklist, rating scale, anecdotal/observational notes, rubric, marking scheme/answer key, photographs, teacher's journal entries, oral feedback, apps (DATA, Super Duper Data Tracker, eCove, Teacher's Assistant Pro, Survey Monkey, Google Forms)

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Assessment Strategies Key Question: What will the students be doing?Examples: hand signals/prompts, retelling/explaining to peer, exit slip, reflection, work sample, test, quiz, journal, portfolio, presentation, performance-based task, report, project, poster, interview, peer conference, homework, discussion, peer feedback, self-assessment, gallery walk, individual whiteboards Assessment Tools Key Question: What will I use to assess learning?Examples: check for understanding through questioning, teacher- student conference, checklist, rating scale, anecdotal/observational notes, rubric, marking scheme/answer key, photographs, teacher's journal entries, oral feedback, apps (DATA, Super Duper Data Tracker, eCove, Teacher's Assistant Pro, Survey Monkey, Google Forms)

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Assessment Strategies Key Question: What will the students be doing?Examples: hand signals/prompts, retelling/explaining to peer, exit slip, reflection, work sample, test, quiz, journal, portfolio, presentation, performance-based task, report, project, poster, interview, peer conference, homework, discussion, peer feedback, self-assessment, gallery walk, individual whiteboards Assessment Tools Key Question: What will I use to assess learning?Examples: check for understanding through questioning, teacher- student conference, checklist, rating scale, anecdotal/observational notes, rubric, marking scheme/answer key, photographs, teacher's journal entries, oral feedback, apps (DATA, Super Duper Data Tracker, eCove, Teacher's Assistant Pro, Survey Monkey, Google Forms)

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8P30 ENTRY QUESTION What is FAIRNESS? Without looking up a definition on your device, just write what comes to your mind. This could be any of the following: A definition An example A synonym An antonym A saying or quote An Image

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Welcome back to 8P30! Monday’s 8-10:30 STC OR Friday’s 11-1:30 HAM Week 18: DIFFERENTIATED INSTRUCTION AND ASSESSMENT TO REACH ALL LEARNERS Today’s Agenda: What does differentiation mean in the classroom? PLC Discussion MSL Book Club

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If this looks crazy… Why would A “one-lesson/assignment fits-all” approach in the classroom look any less crazy?

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No two literacy learners… have learned the same expressive and receptive skills have the same interests (topics, genres, etc.) acquire literacy skills at the same pace overcome literacy challenges in exactly the same way

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Differentiation – what does it mean? Different – not the same Differentiate – to identify differences between 2 people or things; or to make something appear different or distinct Differentiation – the action or process of differentiating Differentiating instruction and assessment is a teacher's response to learners' needs *This means ALL learners, not just those with IEP’s The key to facilitating differentiated literacy instruction is recognizing differences Teachers need to consider the environment, content, process, and product according to students readiness, interests, and preferences

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What & How do we differentiate? ENVIRONMENT Where students learn Noise level Desk arrangement Flexible groupings Minimize distractions Physical and emotional safety (culture of respect, collaboration, and community) CONTENT What student learn Varied materials (levels, topics, diversity in cultures) Student choice Real-Life contexts Multimodal Vocabulary and language support Background knowledge PROCESS How students learn Teaching strategies aligned to multiple learning styles Centered tasks Engaging technology Multimodal presentation Assistive technologies PRODUCT How students demonstrate their learning Varied Assessment strategies Varied Assessment tools Student choice based on interest and learning style Student goal setting and self-reflection

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Small Group BRAINSTORM & GALLERY EACH TABLE HAS BEEN GIVEN A “TRADITIONAL” UNIFORM CLASSROOM SCENARIO. PLEASE IDENTIFY HOW YOU COULD DIFFERENTIATE IN EACH OF THE 4 CATEGORIES: ENVIRONMENT, CONTENT, PROCESS, AND PRODUCT. WRITE OR DRAW YOUR IDEAS ON YOUR PIECE OF CHART PAPER POST THIS ON THE WALL WHEN YOU ARE COMPLETE WHEN EVERYONE IS COMPLETE, WE WILL DO A GALLERY WALK TO SHARE IDEAS

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Differentiation – more examples of what this could look like:

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Differentiated assessment - Sorting activity On Sakai, you will find a link to a movable magnet sorting activity. As a group, sort the magnets into two piles. What is the difference between your two piles? LINK HERE TOO: http://www.spunkyenglish.com/MagnetMaker/interactionPage.php?ActivityID=997 To create your own: http://www.spunkyenglish.com/MagnetMaker/

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Differentiated assessment - Sorting activity Assessment Strategies include what students will be doing Assessment Tools include what you will be using to assess what they have done Do these categories change the way you organized your magnets?

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Differentiated assessment - Sorting activity Assessment Strategies include what students will be doing Assessment Tools include what you will be using to assess what they have done

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How do I start? You need to… Be aware of each of your students strengths and weaknesses Be aware of the different ways in which your students learn (and take account of this in planning for teaching) Do so, by taking some kind of inventory at the beginning of the year, and make time to continue getting to know your students interests and readiness throughout the year by providing individual meetings for support and feedback

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How do I start? You could… Set slightly different tasks for each student / groups of students depending on their skill, interest, or ways of working Set the same task for every student, but give a variety of contexts or a variety of degrees of difficulty to extend the scope of the task or activity Develop related activities that could be handed to students upon completion of work to extend their learning

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Final professional learning community discussion PLC Leaders, please review the different types of videos that were used to present information (and which ones your group members liked best), and the different ways in which your peers responded to the questions to demonstrate their understanding. Then engage your peers in your critical thinking questions surrounding differentiated instruction and assessment practices. If you finish your discussion early, move on to the resource exploration link found on Sakai Finally, fill out your final PLC evaluation individually by following the link posted on Sakai

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Resource exploration In your table group, take a few minutes to scan through this document: The Differentiated Instruction Scrapbook (2010) Found at: http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010DIScrapbook.pdf Which information or resources do you find most useful?

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MSL Presenters, please set up over the break

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MSL Presentations Friday March 9th: Sketch to Stretch Presented by: Rachael, Seanna, Fatema Evaluated by: Abby, Morgan E, Rachel Hr. Monday March 19th: (TBC) Presented By: Julie M, Anna, Danielle Evaluated By: Morgan L, Steph, Amber M

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Book Club – using wordless stories There are a number of wordless stories for you to view. One is a print book on your table, another is a print book on the front table, the others are video shorts linked on Sakai. After every story you view, stand up and come to the front boards. On the appropriate chart paper, write what you think a message, theme, or key word to describe the story might be, along with an example: Once you have viewed at least 3 out of 5 stories, please begin discussing the following questions with your PLC group members. What are the affordances of using wordless stories in the classroom? How does this form of text reach different types of learners? What skills can using these stories build? What opportunities can these stories offer in the classroom? WORD + EXAMPLE

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Book Club wrap-up using wordless stories Images, expressions, and gestures are more universal than words in either spoken and written form. Using images in the classroom: Assists your language learners Engages visual learners Builds multimodal literacy skills in all learners Allows for more open interpretation, discussion, and creativity

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Our final class… No Homework! Our final focus will be on identity, community, skill identification, and your future career in education. EXIT TICKET TODAY: If you have any questions about teaching, jobs, interviews, practicum, resources, my own experiences, or anything else related to literacy or education in general, please write your questions on the sticky notes and place them in the box at the door.

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