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LEADERSHIP PILLAR Sit at the table marked with your Instructional Guide Grade Level assignment

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Leadership Pillar. Sit at the table marked with your Instructional Guide Grade Level assignment. Differentiation In Practice. February Academic Coach-Math Training February 15, 2013. Bernard Rahming Cynthia Cuellar Rodriguez. Learning Intentions: - PowerPoint PPT Presentation

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Page 1: Leadership Pillar

LEADERSHIP PILLARSit at the table marked with your Instructional Guide Grade Level assignment

Page 2: Leadership Pillar

Differentiation In Practice

Bernard RahmingCynthia Cuellar Rodriguez

February Academic Coach-Math TrainingFebruary 15, 2013

Page 3: Leadership Pillar

Learning Intentions: We are developing and deepening our

understanding of an instructional strategy for improved student learning.

Success Criteria: We know we are successful when we can actively

plan for and integrate the differentiation strategy of open questions into our instructional practice.

Page 4: Leadership Pillar

PROFESSIONAL PRACTICE: DUE FEBRUARYo Model your lessono Reflect on the lesson with the teacher using

the Debriefing of a Mathematics Lessono pre-select areas or questions to reflect on

o Share your reflection via email with other ACMs on your Instructional Guide Grade Level team

o Bring a copy of your completed lesson plan and debriefing to use in discussions

Page 5: Leadership Pillar

PROFESSIONAL PRACTICE: DEBRIEFINGIn your Grade Level Team:o Discuss challenges experienced in teaching

the lessono Highlight any revisions to the lesson that

you made or would like to make, with justification

o Give a brief summary of the debriefing process that occurred with the teacher

o Address any insights

Page 6: Leadership Pillar

Differentiation

Is a teacher’s response to learner’s needs

guided by general principles of differentiation

Respectful Work

ProductContent

Readiness Interest Learning Profile

Focus on Essentials Student Differences

Teacher Modification

Collaborate in Learning

Work Together Flexibly

Assessment & Instruction

Balances Group & Individual Norms

Process

According to students’

6

Page 7: Leadership Pillar

PRINCIPLES OF DIFFERENTIATION1. The teacher focuses on the essentials2. The teacher attends to student differences3. Assessment and instruction are inseparable4. The teacher modifies content, process and

product5. All students participate in respectful work6. The teacher and student collaborate in

learning7. The teacher balances group and individual

norms8. The teacher and students work together

flexibly

Page 8: Leadership Pillar

3 KEY ELEMENTS TO DIFFERENTIATION Big Ideas Choice Pre-Assessment

Page 9: Leadership Pillar

THE ULTIMATE GOAL OF DIFFERENTIATION… Meet the needs of the varied students in a

classroom instruction. Making the goal manageable

Open Questions Parallel task

Open Questions Creating a single question or task that is inclusive

not only in allowing for different students to approach it by using different processes or strategies but also for different students at different stages of mathematical development to benefit and grow from attention to the task

Appropriate zone of proximal development for the entire class

Page 10: Leadership Pillar

OPEN QUESTIONS Allows for differentiation of response based

on each student’s understanding.

Open question: Encourage classroom discussions Encourage all students to be part of

conversations Help student to see mathematics as multifaceted

Strategies for Creating Open Questions (pg 7-8) Turning around a question Asking for similarities and differences Replacing a number with a blank Asking a number sentence Changing the question

Page 11: Leadership Pillar

SORTING OPEN QUESTIONSFive Strategies for Creating Open Questions

Page 12: Leadership Pillar

SORTING STRATEGIES Distribute the half sheet of samples of open

questions Each person reads a card to the group and

states which open question strategy it is and why

Record your answers on the recording template

The next person to their left continues the process

As you reflect on these samples of open questions, what are some ideas that you will embed in your work?

Page 13: Leadership Pillar

LET’S GIVE OPEN QUESTIONS A TRY

Creating a differentiated lesson using the Open Question strategy

Page 14: Leadership Pillar

DIFFERENTIATING USING OUR TEXTBOOKS Text Question:

Suppose that 4 students were delivering 176 newspapers and decided to share the task fairly. How many papers would each deliver?

Open Question:Choose a number of newspapers

to be delivered and a number of students to deliver them. The job should be shared fairly. How many papers should each student deliver?

Page 15: Leadership Pillar

DIFFERENTIATING USING OUR TEXTBOOKS Text Question:

Solve each equation. Use models if necessary. 5d = 30 4c = 16 36 = 6e

Open Question:If t =7 then 3t = 21.Choose values for t. Create a three true equations. Have your partner solve your equations.

Page 16: Leadership Pillar

CREATE OPEN QUESTIONS Using the textbook provided for your grade

level, pick an upcoming lesson.

Decide how to differentiate the lesson using open questions. Create two or three open questions Use a different open question strategy each time

Begin to complete a lesson planning template Be sure to identify the Big Idea the open

question develops.

Page 17: Leadership Pillar

Learning Intentions: We are developing and deepening our

understanding of an instructional strategy for improved student learning.

Success Criteria: We know we are successful when we can actively

plan for and integrate the differentiation strategy of open questions into our instructional practice.

Page 18: Leadership Pillar

FEEDBACK QUESTION As you reflect on being a leader around

Teaching and Learning, how will you use the information presented, as you work with teachers in your building?

Page 19: Leadership Pillar

Milwaukee Public SchoolsDifferentiation Made Manageable

MPS Board of School Directors

Dr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large

Senior Team

Dr. Gregory Thornton, Superintendent

Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Interim Chief Academic OfficerDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Director, School AdministrationDenise Callaway, Communications & PartnershipsPatricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent